GV 

4- 93 

Bis 



Glass JaYAH 

Book. 

Copyright^? 



Physical Training 



IN THE 

Schoolroom. 



A SYSTEM OF BODILY MOVEMENTS PREPARED 
FOR THE AMERICAN SCHOOLS. 



A MANUAL 



Containing 450 consecutive exercises arranged for daily lessons, graded 
for primary, grammar and secondary schools; to which is 
added games and plays adapted for the cultiva- 
tion of the senses in primary grades. 



BY 

HANS BALLIN, 

Supervisor of Physical Training. 



ILLUSTRATED WITH 
ONE HUNDRED AND FORTY-ONE PHOTO-ENGRAVINGS 
FROM LIFE, ILLUSTRATING 
EACH POSITION, AND ONE SCHOOLROOM CHART. 



THE LIBRARY OF 

CONGRESS, 
One Copy Rfceive* 

AUG. 2 1901 

COPYRIGHT ENTRY 

CLASS CUXXc. No. 
COPY JO 



COPYRIGHT, 1901, 

BY 

Hans Ball-in 
and 

W. S. Mitchell. 




LITTLE ROCK, ARK. : 

Press of 
Arkansas Democrat Company. 



To the 
conscientious 
teacher who, not seeking 
gratitude, more than all others directs 
the future of the race, and whose persevering labor 
seldom receives just appreciation from a 
thoughtless public, this book 
is dedicated 
by the 

A UTHOR. 



PREFACE. 



It is to the inexperienced teacher in gymnastics, to the teacher 
in rural and city schools, that this book is offered as a manual 
for daily lessons. More than a decade of teaching thousands 
of children in the public schools, and their teachers, has con- 
vinced the author that a manual, such as would explain and make 
quite clear the technology of the subject, and at the same time 
be of educational value in the school-curriculum when conscien- 
tiously carried out, could be made practical. Though the whole 
of physical training should ultimately embrace more than is offered 
in this volume, its contents will at all times be the most valuable 
material for school-gymnastics. 

The lessons for daily use have been carefully prepared for 
each schoolyear. Four hundred and fifty different exercises are 
illustrated by one hundred and thirty-two photo-engravings, and 
each position refers directly to an illustration, so that the 
teacher is never at a loss to know what is desired. The gradual 
progression should facilitate the teaching, and at the same time 
be of endless interest to the pupils. 

It is, therefore, with considerable confidence that the author 
places this volume in the hands of the American teacher. He is 
at* any time most willing to communicate with the teachers per- 
sonally should anything found in this manual be not quite clear. 

It will be noticed that the words "physical training" are used 
instead of "physical culture." Though the latter term is more 
generally understood, it is a misnomer of an educational disci- 
pline. There can be no culture unless the ground has been well 
tilled; there can be no physical culture, before having trained 
the physical possibilities of the body. Physical culture should 
be the result of physical training. 

HANS BALLIN. 
Little Rock, Ark., First Day of the New Century. 



CONTENTS. 



Page. 

Preface . : . . . . • • • .. . .7 

List of Illustrations .> 11-14 

PART I. 

THEORY AND METHOD. 

Introduction 17 

The Physiology of Symmetry in Education 23 

Ventilation . . .' 27 

Clothing 30 

The Time for Exercise 31 

Form in Exercise 32 

Instructions in Method 35 

Rhythm 43 

The Illustrations 44 

The Composition of Exercises 44 

Outline of Practice for the Grades 47 

The Place and How to Arrange Classes 47 

Rising and Seating Exercises 48 

PART II. 

PROGRAMME OF LESSONS FOR THE FIRST GRADE. 

Introductory Remarks 53 

Programme of Exercises for the First Grade 54-71 

PART III. 

PROGRAMME OF LESSONS FOR THE SECOND AND THIRD GRADES. 

Introductory Remarks 87 

Programme of Exercises for the Second and Third Grades 87-114 

PART IV. 

PROGRAMME OF LESSONS FOR THE FOURTH AND FIFTH GRADES. 

Introductory Remarks 119 

Programme of Exercises for the Fourth and Fifth Grades. . . .119-144 



10 



Physical Training in the Schoolroom. 



PART V. 

PROGRAMME OF LESSONS FOR THE GRADES ABOVE THE FIFTH, 
AND FOR SECONDARY SCHOOLS. 

Introductory Remarks 149 

Programme of Exercises for the Sixth, Seventh and Eighth 

Grades, and Secondary Schools 149-176 

PART VI. 

GAMES AND PLAYS FOR THE SENSES FOR PRIMARY GRADES. 

Introductory Remarks 181 

Games and Plays for the Senses for the Primary Grades 182-187 



LIST OF ILLUSTRATIONS. 



Exhibition of Public School Children — Frontispiece. 

A. Diagram of the heart. 

B. Muscular activity of the whole body. 

C. Muscles active in form of exercise. 

1. Fundamental position. 

la. Side view of fundamental position. 

2. Arms forward. 

3. Hands on hips. 

4. Hands on shoulders. 

5. Arms sideward. 

6. Trunk bent forward, hands on hips. 

7. Arms backward grasped. 

8. Hands behind head. 

9. Hands backward grasped. 

10. Heels raised, hands on hips. 

11. Arms to thrust. 

12. Arms to a circle over head. 

13. Trunk bent backward, hands on hips. 

14. Heels raised, arms forward. 

15. Arms upward. 

16. Arms thrust forward. 

17. Trunk bent forward, arms thrust downward. 

18. Trunk turned, hands on hips. 

19. Trunk turned, arms forward. 

20. Trunk bent halfway forward, hands behind head. 

21. Leg raised forward, hands on hips. 

22. Knees bent, hands on hips. 

23. Arms thrust sideward. 

24. Step — position forward, hands on hips. 

25. Arms thrust upward. 

26. Trunk bent sideward, hands on hips. 

27. Arms crossed over head. 

28. Heels raised, arms thrust forward. 

29. Knees bent, arms sideward. 

30. Trunk bent sideward, arms upward. 

31. Heels raised, arms crossed over head. 

32. Trunk bent sideward, arms sideward. 

33. Leg raised sideward, arms grasped backward. 

34. Step — position forward, arms forward. 

35. Leg raised forward, arms forward. 

36. Arms left. 

37. Trunk turned, arms thrust forward. 



12 



Physical Training in the Schoolroom. 



38. Knee raised, hands on hips. 

39. Arms to a half circle over head. 

40. Leg raised sideward, arms sideward. 

41. Knee raised, arms forward. 

42. Heels raised, arms forward. 

43. Arms thrust backward. 

44. Trunk turned, arms crossed over head. 

45. Step — position sideward, hands on hips. 

46. Knees bent, arms crossed over head. 

47. Step — position sideward, arms sideward. 

48. Step — position backward, arms grasped backward. 

49. Trunk bent forward, arms sideward. 

50. Cross-step — position forward, hands on hips. 

51. Trunk bent sideward, arms to a circle over head. 

52. Trunk bent sideward, hands on shoulders. 

53. Cross-step — position forward, arms to a circle over head. 

54. Trunk bent backward, arms sideward. 

55. Step — position sideward, arms left. 

56. Step — position forward, arms to a circle over head. 

57. Heels raised, hands behind head. 

58. Knees bent, arms upward. 

59. Arms bent before shoulders. 

60. Trunk bent halfway, arms crossed over head. 

61. Cross-step — position forward, arms to a half circle. 

62. Stride forward, hands on hips. 

63. Knee raised, arms sideward. 

64. Stride forward, trunk bent backward, hands on hips. 

65. Stride forward, arms sideward. 

66. Stride sideward, hands on hips. 

67. Stride forward, trunk turned, arms forward. 

68. Cross left lower leg, arms right. 

69. Cross lower leg, hands on hips. 

70. Trunk bent backward, arms thrust forward. 

71. Stride sideward, cross arms over head. 

72. Heels raised, arms upward. 

73. Leg raised backward, hands on hips. 

74. Cross-step — position, trunk turned, hands on hips. 

75. Stride backward, hands on hips. 

76. Stride forward, knee bent, hands on hips. 

77. Kneeling from stride forward, hands on hips. 

78. Knees bent to an acute angle, arms forward. 

79. Cross-step — position, trunk turned, arms to a circle over head. 

80. Trunk bent half way, arms sideward. 

81. Stride sideward, arms sideward. 

82. Stride sideward, trunk bent sideward, arms sideward. 



Physical Training in the Schoolroom. 



13 



83. Stride sideward, arms thrust sideward. 

84. Stride forward, trunk bent forward, hands on hips. 

85. Stride forward, trunk bent forward, arms sideward. 

86. Stride forward, knee bent, arms forward. 

87. Kneeling from striding position forward, hands behind head. 

88. Cross lower left leg, trunk turned, arms right. 

89. Stride sideward, arms upward. 

90. Stride sideward, heels raised, arms upward. 

91. Knees bent in striding sideward, arms sideward. 

92. Armi raised to half circle. 

93. Cross-step — position, arms half circle. 

94. Cross-step — position, trunk bent sideward, arms half circle. 

95. Stride sideward, arms thrust upward. 

96. Stride sideward, trunk bent forward, arms downward. 

97. Step — position forward, trunk turned, arms forward. 

98. Step — position forward, trunk bent backward, arms forward. 

99. Step — position forward, trunk bent halfway, hands behind 

head. 

100. Cross leg forward, hands on shoulders. 

101. Trunk bent backward, arms upward. 

102. Trunk bent forward, arms backward. 

103. Stride sideward, trunk bent sideward, arms crossed. 

104. Stride sideward, trunk bent forward, arms thrust backward. 

105. Arms obliquely sideward. 

106. Step — position obliquely forward left, trunk turned half right, 

hands on hips. 

107. Step — position obliquely forward left, trunk turned half right, 

arms obliquely sideward, upward left. 

108. Stride obliquely forward left, arm] obliquely sideward, upward 

left. 

109. From stride obliquely forward left, right knee bent, trunk half 

turned, arms obliquely sideward, upward right. 

110. Lunge forward, hands on hips. 

111. Lunge forward, arms forward. 

112. Lunge forward, hands behind head. 

113. Lunge forward, trunk bent halfway forward, hands behind 

head. 

114. Step — position sideward left, arms obliquely sideward, upward 

right. 

115. Lunge sideward left, arms sideward. 

116. Lunge sideward left, arms obliquely sideward, upward left. 

117. Lunge sideward, arms to a half circle. 

118. Step — position sideward left, trunk bent right, arms to half 

circle left. 

119. Step — position backward, trunk bent halfway forward, hands. 

behind head. 
H. B.-2. 



14 



Physical Training in the Schoolroom. 



120. Leg raised backward, trunk bent halfway forward, hands 

behind head. 

121. Lunge forward, arms crossed over head. 

122. Fencing — position sideward, hands on hips. 

123. Fencing — position sideward, arms thrust sideward. 

124. Fencing — position sideward left, arms to half circle right. 

125. Cross left leg, arms right. 

126. Fencing — position sideward left, trunk bent right, arms to 

half circle left. 

127. Leg raised forward, arms upward. 

128. Fencing — position forward, arms sideward. 

129. Leg raised forward, trunk bent backward, arms sideward. 

130. Lunge obliquely forward, arms upward. 

131. Fencing — position sideward, arms upward. 

132. Lunge forward left, arms obliquely, upward left. 



PART I. 



PART I. 



Theory and Method. 

Introduction. Physical training is the term broadly applied to 
that part of the science of education which deals with man physic- 
ally. Inasmuch as man in his physical activities is not to be 
thought of as independent of those of the mind, should also physical 
training not to be separated from mental education. The popular 
belief of attributing to bodily exercises only an influence upon 
the material man, upon blood, muscles and sinews, has been proved 
fallacious by the researches of physiology and psychology. These 
sciences have shown beyond a doubt that any exercise, or move- 
ment of the body, is a direct or indirect action of the mind also. 

If this educational truth were thoroughly understood by ail 
of our educational profession, we should encounter fewer mistakes 
in teaching. What Pestalozzi surmised, Froebel felt, and Herbart 
endeavored to expound, modern sciences have made unmistakably 
clear: all knowledge comes through our senses. To train these, 
to make them judicious recipients of all impressions, and to fit 
the channels, which enable the intercourse between mind and body 
for easy and prompt action, is the object of physical training. 

Only from this exalted standpoint physical training takes a 
place in the school curriculum which should make it indispensable 
in every schoolroom of the land. It is then as important in 
rural districts as in the most populated parts of our large cities. 
While in the former healthier bodies may be found than in the 
latter, in these the senses receive from a more varied environment 
a larger share of impressions. Physical training establishes an 
equilibrium. 

Upon ethical, physiological and psychological research is the 
theory of physical training based. 

Evolution has given pessimism its deathblow. We know now 
that it lies largely in the hands of mankind to formulate its 
destiny. We look with optimism into the future, for we observe 
that many evils have gone out of the world by bettering the condi- 
tions of the individual, and by it that of the race. A more intelli- 
gent viewing of life and its requirements has removed many sor- 
rows of the past. The democratic spirit has been awakened in 
our days. It is the child of evolution. In 1859, with Darwin's 
message to mankind, democracy was scientifically proclaimed, and 
the individual became an important factor. The ethical relation 
of man to man became clear. The morbid ideas of many cen- 
turies, political and social, were replaced by healthier thought, 
especially in respect to the human body. A heritage of evils that 
man was piously wont to submit to were fought by sanitary meas- 



18 Physical Training in the Schoolroom. 



ures, the benefits of which are hardly realized. We are in the 
midst of this fight, and the time will come when even consumption 
will be looked upon as one of the seven plagues of Egypt. The 
Oriental view of the relationship of soul and body which proclaimed 
the soul to soar the loftier the more submissive the body was made, 
a sickening conception which had a stronger hold on the world 
than is generally conceded, and which found its climax in the acts 
of the flagellants, is in cross contradiction to evolutionary thought. 
Instead of looking for morals in affliction, we acknowledge to-day 
the striving for health, morality. What has become the duty of 
the individual from his sense of ethical relation to his fellow-men 
has become the duty of society. If it is a moral obligation of 
the individual to care for his body and make and keep it healthy, 
it is the same for society wherever the care of individuals becomes 
its duty — the public school for one. 

In ancient Hellas the vying to form the human body beautiful 
was as much an ethical endeavor of the individual as it was a 
matter of state. Human beauty of form was recognized and 
admired as the highest type in all nature. Through the cease- 
less practice of gymnastics the Hellenes have not only achieved 
the most beautiful bodies among them, but hold such an exalted 
position in art as has never been attained by any other race. 
Hand in hand with the achievement of this ethical problem, the 
Hellenes manifested their intellectual superiority. Posterity has 
perverted the Grecian conception of mind and body. Tnere are 
many sayings, and still more acts, which led to the belief that to 
subdue the flesh was to sanctify the spirit, and also that man 
should not take pride in the appearance of his body. "Forasmuch 
then as Christ hath suffered for us in the flesh, arm yourself like- 
wise with the same mind, for he that hath suffered in the flesh 
hath ceased from sin." (I Peter, 1.) While on the one hand we 
have the Grecian youth, taking pride to exhibit his healthy skin 
of red hue, which characterized him as a civilized man from the 
"barbarian" of white skin, we notice on the other hand the her- 
mit with filthy and wounded body exposed to the burning sun and 
gnawing vermin for the glorification of God. To remove trom this 
conception of our duty to our body by thought and act is the 
ethical task of physical training. Let us become thorough believ- 
ers in the truth that each man can do much to make himself health- 
ier and more beautiful, and that it is his moral duty which he owes 
society, as it becomes the duty of society to foster beauty and 
health in its public schools. 

After enumerating what he has observed of the activities of 
the child, Froebel asks and reasons: "But has this instinct for 
play no deeper significance? Is it appointed by the Supreme 
Being merely to fill up time — merely to form an occasion for fruit- 
less exercise — merely to end in itself? No! I see now that it 
is the constituted means for the unfolding of all the child's powers. 
It is through play that he learns the use of his limbs, of all his 



Physical Training in the Schoolroom. 



19 



bodily organs, and with this use gains health and strength. 
Through play he comes to know the external world, the physical 
qualities of the objects which surround him, their motion, action 
and reaction upon each other, and the relation of these phenomena 
to himself; a knowledge which forms the basis of that which will 
be his permanent stock for life. Through play, involving asso- 
ciateship and combined action, he begins to recognize moral rela- 
tions, to feel that he cannot live for himself alone, that he is a 
member of a community, whose rights he must acknowledge if his 
own are to be acknowledged. In and through play, moreover, 
he learns to contrive means for securing his ends; to invent, con- 
struct, discover, investigate, to bring by imagination the remote 
near, and, further, to translate the language of facts into the 
language of words, to learn the conventionalities of his mother 
tongue. Play, then, I see, is the means by which the entire being 
of the child develops and grows into power, and therefore does not 
end in itself. Play is the natural, the appropriate business and 
occupation of the child left to his own resources. The child that 
does not play b not a perfect child. He wants something — sense, 
organ, limb, or generally what we imply by the term health — to 
make up our ideal of a child. The healthy child plays — plays con- 
tinually — cannot but play." 

It is upon this understanding of the np<ure of the child that 
Froebel founded the kindergarten. This institution should be the 
connecting link of the nursery and real life; should, by directing 
play, bring the child in contact with the realities of the world. 
Not stunting but rather fostering this natural inclination of the 
child, the kindergarten should enhance the opportunities for seuse 
impressions. Thus guided the child should enter school. But the 
kindergarten is by no means within reach of all children of the 
land — the public school is. Does the public school live up to the 
great philosopher's ideal? Does it lead the child through play acts 
to investigate, invent, construct and discover? There is no inter- 
mediate step from the cozy mother's lap to the hard school seat. 
Is it possible that our schools can ignore the child's nature so 
entirely with impunity when it expects the tots of six to behave 
in school as the young person of the high schools? This is done, 
however, and if this charge cannot be laid at the door of a goodly 
number of first primary teachers, there are so many to whom it 
can be made as to make it rather the ru'e, less the exception. 

What the kindergarten has begun, the first years of school 
should continue. When the child has learned to estimate the sur- 
rounding world through play, the first year of school should bring 
the knowledge thus gathered under closer scrutiny. While in play 
the body moves in unmeasured space, physical training in school 
teaches to measure it and to distinguish the forms of direction. 
While in play the amount of physical exertion will not be taxed 
too high and be appropriate to the age, regulated exercises should 
begin to be in accordance with the growing strength and intellect 



20 Physical Training in the Schoolroom. 



of the child. May it not be understood that games should at any- 
time be neglected in school! Blessed is the nation that cultivates 
them, and powerful and great it will be when the old enjoy them 
as much as the young. 

Modern physiology has rendered immeasurable service to ped- 
agogy by its investigation of the growth of the human body. The 
folly of the past in considering the child a storehouse into which 
knowledge and power could be introduced at any time if only proper 
methods be used, has done much harm. The feat of Basedow, 
who taught his child to speak Latin at six years, is as monstrous 
as the endeavor to make athletes of children of the same age. 
Physiology has taught us that each period of a child's growth has 
its fixed time, that certain parts of the body have their time of 
greatest development, and that these are not varied materially 
except in abnormal children. Thus the muscles grow stronger 
from the center of the body to the extremity, the heart and lungs 
have their greatest development during the years of adolescenca. 
Not only are we not allowed to interfere with the growth of these 
organs by taxing them with work which is inadequate at that 
period of their growth, but we must be cognizant of the fact of the 
close connection of the body and the brain. Since all movements 
of the body, especially those directed by the will, are actions of 
the brain and its connected part, the spinal cord, we must not 
unduly tax portions of the body which are still undeveloped; an 
undeveloped muscle of the finger has an undeveloped nerve center 
in the brain, and vice versa. An organ of the body which at any 
period of growth develops faster needs a larger supply of nour- 
ishing material— blood. The blood taken away for other work of 
exertion, mental work, for instance, interferes with the very impor- 
tant growth of these precious organs. It is approximately the 
years of adolescence that these organs grow faster, all cut of propor- 
tion with their former development, and these are also the years 
that the public schools are making heavy demands on the mental 
work of the children. Many earnest thinkers have attributed the 
apathy of girls between 13 and 16 years, and of boys between 14 
and 18 years for school at this time to the disregard of these phy- 
siological phenomena. Physical training must, if it wishes to lay 
any claim to rationality, consider them, and so arrange the mate- 
rials of its system as to help during the different periods of growth. 

Thus we may unders'and that not all exercises which we can 
execute are adequate to train the body. It will be also conceded 
that the significance of training is widely different from popular 
conception. The different ages and the periods of growth of the 
child require such exercises as will be beneficial at that certain 
time of life. These movements must have physiological effects 
upon the whole body and upon its many parts, which* are condu- 
cive to their perfect development. Training, then, is not a 
hastening process, but a judicious treatment of the present forces 
in the child. And why should it be otherwise with the human 



21 



body than with all other living and growing creation? There never 
was a rose before the bud. 

The physiological effects of exercise must be known, the 
requirements for each period of life must be known. Then enters 
a third factor of no less importance: the psychological effects of 
exercise must be known. With the knowledge of development of 
the muscles we are enabled to say if the mind is capable of execut- 
ing an exercise. From the muscles of the fingers, for instanca, 
being the last muscles that reach full growth, we can understand 
the difficulty of children before the age of 7 years to execute move- 
ments with them, and we can understand the cramped position of 
their fingers and hand when obliged to hold a pencil a prescribed 
way. Then we have to consider whether a person has been pre- 
pared intellectually to do an exercise. Du Bois-Reymond, the great 
scientist, said he could imagine the Farnesian Hercules unable to 
stand or walk. We must not forget that all exercises are as much 
activities of the brain as of the muscles. From the time that the 
child lies in the cradle the education for co-operative work of 
mind and body begins. "We begin to cultivate the co ordinating 
activity from the very beginning of our existence. The small child 
gropes along in an uncertain way when it wishes to reach a 
desired object, and only after many attempts does it succeed. 
Gradually, however, it becomes familiar with this often-repeated 
co-ordinated motion until at last it has thoroughly mastered it. 
The child has gradually learned to get hold of an object placed 
within its reach, if it wishes to do so, and has learned to do so 
quickly and safely and without any waste of energy whatever. In 
a similar manner, after many wearisome attempts, the child 
learns to walk, run, jump, etc., in short, it brings a number of well- 
known forms of motion, with which the co-crdinating action of the 
will is familiar, to school with it, and on this foundation physical 
training bases its work." 

This experience with the outside world, to measure and weigh 
the relations of all things man comes in contact with, continues 
all through life. Even in old age man begins again to conform his 
actions of enfeebled mind and body to things that are. How much 
more important is it for the child that enters school! We must 
consider that "unfolded is the world only to the observing mind; 
the only avenues to the mind are the senses." Living, acting, con- 
ceiving, these must form a triple chord within every child of man, 
though the sound now of this string, now of that, may preponder- 
ate, and then again of two together. What we are striving for 
through the full meriting of physical training is that for all mental 
activity there should be a mind prepared through its co-experience 
with the healthy body. The experiences a child has to gather 
when he enters school are manifold. 

The teaching through physical training is not, as has often 
been represented as its scope, for utilitarian purpose. Its office is 
not to prepare the child for military service, the stage, and what 



22 



Physical Training in the Schoolroom. 



not. It is simply one of those formative agencies in education 
whose ultimate aim is consistent with that of education. 

Physical training should lay the groundwork upon which all 
higher and nobler activities of the mind and body may build. 
Thus it should give to the mind its strength to work with inten- 
sity and be willed by moral precepts; to the body the ability to 
train for the nobler arts. Manual training must have physical 
training for its preparatory school; draioing, painting, sculpture, 
singing and stage acting, must find their groundwork in physical 
training. 

Will the American people recognize the importance of ohysical 
training to its full extent by making it an indispensable part of 
youth education? Let us quote a few who love their country well. 
Frederick Treves says in his "Physical Education": "The great 
elements in human progress afford, indeed, proper material for 
admiration. There is no one but would admit that the advantages 
of the civilized man over the savage are such as to make reasona- 
ble comparisons scarcely possible; but there follows upon this the 
question as to whether the so called blessings of civilization repre- 
sent an unmixed good. The intellectual victory has been great, 
but it has not been effected without cost. We have in our midst 
the inventor, the man of genius, the handicraftsman, but we have 
also the weakling, the delicate, the misshapen, and that most mod- 
ern product of all, the manikin of the city. This pale, wizened, 
undersized creature represents no little sacrifice; he is a product 
of civilization, an unintentional manifestation, but a characteristic 
one." Colonel Parker says: "I am ready to say that thousands 
of people become enervated, afflicted with chronic diseases, and 
are early grasped by the grim hand of death, because they do 
not exercise properly. The best curative I know for nervousness 
is physical training. There are thousands of children in our 
schools who are unfitted, by physical weakness of muscles and 
brain, to give their attention to educative work. They are driven 
and nagged by teachers to go over ground, to go through books, 
to be promoted and to finish, and by the time they finish sciiool they 
are physically unable and incapable of doing any good work in this 
world. There are thousands of teachers in our schools who could 
govern and teach far better if they had physical training every day 
regularly. As it is now, many of these teachers are fatigued, worn 
out, lose their vitality and sink into the lowest of mechanical rut 
instruction. Both pupils and teachers need regular gymnastic exer- 
cises as they need food; every artery should be filled with fresh 
blood, every muscle and every nerve should be invigorated by the 
proper movement. These few lines fail utterly to express niy strong 
belief in physical training. The more I see of the good work in 
the school, the more I believe in it; the more I study psychology, 
especially physiological psychology, the stronger my belief becomes 
in physical training." And also this of the same Pestalozzi of 
America: "It may never be known scientifically what a tremen- 



Physical Training in the Schoolroom. 



23 



dous influence the tody and all its organs, every nerve and muscle, 
vein and artery, exert upon the brain, and consequently upon the 
intellect." Then, also, will these words of Herbert Spencer, which 
he wrote forty years ago, be heeded and influence us to do better 
by our children: "Perhaps nothing will so haiten the time when 
body and mind will be adequately cared for, as a diffusion of the 
belief that the preservation of health is a duty. Few seem con- 
scious that there is such a thing as physical morality. The fact 
is, that all breaches of the laws of health are physical sins. When 
this is generally seen, and perhaps not until then, will the physical 
training of the young receive all the attention it deserves." And 
last, Dr. E. Seguin, United States Commissioner at the Vienna Exhi- 
bition, closes his remarkable report with these prophetic and true 
words: "There never was a people so master, and conscious alto- 
gether, of its own destinies, as the American people; therefore, 
none who needed more to educate its own flesh, bones, and sinews 
to obey its own will, and to bear its synergies toward this future. 
Anybody conscious of this ideal ceases to see education by any 
other light; that is the criterion. With it as a guide, we see what 
the American school must be. Beginning and ending in the folds 
of woman's affection and tact, education takes the child from 
her lap to the kindergarten, thence to the physiological school. 
There, all to be trained in their senses, in order to treasure, with- 
out distortion, the cosmos in their microcosmos. There, again, all 
to be trained in the use of their hands, to create in the world of 
ideals their concepts of what it is good for them to do as their part 
of the co-operative improvements of our society and planet. Thence 
to direct apprenticeship, or to special schools of art, of technology, 
etc. Thence to the wide world, in the climate and with the mate 
who suits them best, and promises children better than 
themselves." 

The Physiology of Symmetry in Education. The heart is to 
the animal body the spring of life. Fresh food comes from it to 
all parts of the body, and those which are more favored than 
others will grow more and are stronger. We know that from 
mechanical causes the supply of new blood is not carried equally 
in all directions. The pressure of blood is not the same in all the 
arteries. Those nearer to the heart and more directly connected 
w T ith the largest channel, the aorta, receive a larger amount of 
blood pressure, which means a larger share of new blood and new 
food. This distribution is not alike in man and animal. It is not 
even the same in different persons. Near the heart the blood from 
the aorta surges through several large arteries to different parts 
of the body. The one nearest the heart beat receives the blood with 
the greatest pressure; the one farther away receives it with less. 
If the division of these arteries to the head be quite symmetrical, 
as in some animals, the horse for instance, the movements of 
the animal are harmonious, and the blood of such . animals can 
easily be congested in the brain; they become easily frightened and 
bewildered. 



24 



Physical Training in the Schoolroom. 



There are still more differences in the canalization of the 
arteries, arising directly from the aorta, to be noticed in animals. 
Each difference may explain a difference in the behavior and tem- 
perament of the animal. 

Three large arteries arise, 
in man, near the heart, from 
the aorta. The right one, the 
arteria anonyma, soon bifur- ' 
cates, sending one artery, the^) 
subclavian, to the right side 
and arm, the other to the 
neck and head of this side. 
This canalization places man 
among the mammalia in an 
exceptional position, some- 
what of a combination of the 
different forms. The nutri- 
tion carried by these arteries 
is by no means altogether 
symmetrical, it is asymmetric 
in a sufficient degree to cause 
man to be one sided in his 
movements. 

But, while thus the right 
side of the body in most in- 
stances receives the strongest 
blood pressure, the left side of 
the brain is more favored in 




Diagram showing canalization. S. 
Subclavian arteries. C. C. Carotid 
arteries. A. Aorta. 



this respect than is the right. 
If the subclavian artery to the 
right side is receiving a greater blood pressure than the one to 
the left, this one being farther from the heart beat, tbe caro'id 
artery going to the left side is closer than the one ta the righi 
side of the brain. Thus, re-establishing a sort of symmetrical 
distribution of building material in our body, we find in these 
physiological-anatomical explanations the facts upon which we may 
establish :ome truth conducive to pedagogical advice. 

We are well acquainted with the fact that most persons are 
more skillful with their right hand, they are also as a rule, more 
developed on their right side. The difference of development of 
the right arm from the left varies somewhat, but is often more 
than 7 per cent. The arms differ in length from four to six 
millimeters. 

Since we understand the difference of blood pressure, we are 
enabled to explain why most persons are right-handed, and some 
left-handed. .We find that two of every hundred persons are left- 
handed. With these it can be proven that the left artery has an 



Physical Training in the Schoolroom. 



25 



abnormal subclavian position, being nearer the heart than its right 
companion.* 

We also observe as an original inclination that infants prefer 
to lie on their right side. This is not from mere caprice, but is 
the sequel of the anatomical construction of canalization just 
described. These facts have been known for some time; but 
the extent and role which they play in the general make up of 
man, how from the differences of the circulatory system arise 
many abnormalities in children and adults as to their physical and 
mental conditions, that is not well enough known in those quarters 
where it should and would do the most good, in the nurseries, to 
the mothers. We also have demonstrated in the most scientific 
manner by physiological and psychological investigations that the 
interference by training of the distribution of building material 
in our body enables us in a certain measure to stimulate growth. 
But we have not yet demonstrated in a sufficiently weighty manner 
the importance that this interference should begin at an earlier 
period than it usually does, if at all; and again, we have not made 
it clear and plain enough, if at all, in those quarters it is most 
needed, in the nurseries, to the mothers. And who can be blind 
or deaf to the truth that a wise and cautious education in this 
direction would result in great good! It would mean the train- 
ing of a better man in all walks of life; that he would be better 
fitted by harmonious activities; that his perceiving and apperceiv- 
ing powers would be more acute; that he would be of a kinder 
nature, more amiably disposed in temperament.* This may all 
be effected, if we begin to train— to draw — educate — to lead forth — 
the materials of our body in such a manner that they penetrate 
all parts in necessary quantities to bring about symmetrical growth. 

In many good books, by no means sufficiently read, and their 
good instruction too little observed, advice is given about the phys- 
ical and mental care of children. We find also minute descriptions 
of dress, good counsel as to food, sleep, and bathing of infants; 
some also treat upon what sort of physical exercise is suitable 
at this age, and advise that the left and right side should receive 
equal attention, and that carrying the baby on one arm only is detii- 
mental to its development. 

But, what is not emphasized strongly enough, is, thai; most 
abnormalities of growth have their primordial origin in our cir- 
culatory system; that its symmetrical action should be made 
explicit beyond a doubt; that much can be done in this direction 
from the first day of the child's life, and that it is important enough 
to receive constant and often attention. It is cruel and absurd 
to force a child that has become left-sided and left handed to do 
work with the right hand; just as absurd it would appear to some 



*Dr. Louis Jobert states in his work on "Left-handedness" that about 70 per cent 
of the inhabitants of Punjab, India, are left-handed; and also that most Hottentots 
and Zulus prefer the use of the left hand to the right. 

*Dr. Marro has found that 14 to 22 per cent of criminals were left-handed. 



26 



Physical Training in the Schoolroom. 



to force a right-handed child to write with his left hand. And 
still, when we begin at the right time to train the child, there is 
every reason to assume that we can educate him to be as skillful 
with one hand and side, as with the other. We must bear in mini, 
however, that in ninety-eight cases out of a hundred children at 
the age of six have already established well working mechanical 
systems of circulation which destine them to be right handed, the 
two remaining children left-handed. Where improvement is most 
needed is not for the two left-handed children, though they should 
not be neglected, but for the ninety eight right-handed ones. They 
should have been trained in the use of both sides in a more equal- 
ized and symmetrical manner. 

Infants that prefer to lie on their right sides should be care- 
fully and systematically watched. Their position should be 
changed arbitrarily. All activities of the young child should be so 
guided that both sides receive at least equal attention. If carried 
on the arm by its nurse, it should be as often on one arm as on 
the other. As nurses are generally one sided in actions them- 
selves, they should be taught to carry the child on the left arm as 
well as on the right. 

If by these precautions we may not be enabled to cause a per- 
fectly symmetrical nutrition, we surely shall succeed in warding 
off any abnormalities, or, at least, diminish their extent. On the 
other hand, if we succeed in improving the equal distribution of 
nourishment to both sides of our body, it will be the foundation 
upon which we may more easily build for the future. 

Eesides these general precautions those must not be torgotten 
which aim at a symmetrical development of the senses. They 
also can only do equal work, i. e., one eye see as well as the other, 
one ear hear as well as the other, one side be as sensi-ive to 
touch as the other, if these organs receive an equal amount of 
nutrition. Trivial as this may sound, it is not so to tnose who 
are fully aware of the physiological truth that "'The demand creates 
the supply;" ard as the demard would indicate new blood, new 
building material, and as an equal demand for both sides would 
infer an equal distribution of it, it would also mean working organs, 
each of equal efficiency. 

The blessing of this symmetrical physiological training is by 
no means overrated. If carried out in all its conclusions, it would 
be the greatest economy that this age could achieve. Many ail- 
ments, now hardly accounted for, because so far removed from their 
origin, would be unknown. The physical capacity of the left side 
being equal to the right, would not only imply an enormous force 
allied to the one of the right side, it would also lessen the burden 
and undue fatigue of one side. 

This is not all. The greater activity of the \elt side neces- 
sarily involves a greater activity of the right hemisphere of the 
brain. It is not altogether a good joke of a comedian who traced 
his sagacity and wisdom to the left side of his brain only, and who 



Physical Training in the Schoolroom. 



27 



did not need the co-operation of the right. "Just think of it," he 
exclaims, "what a still wiser man I should be, if I cared to employ 
both sides." And here again we can predict from physiological rea- 
soning that a co-operation of both hemispheres would not cause, 
as it now must at times, an uncommon amount of work for one 
side. Work would be equally borne by both, and both would bs 
capable of superior work. 

Adds Dr. E. Seguin to the same discourse: "And, moreover, 
by this equal education of the two side circulations, the human 
temper and passions would be harmonized and subdued to a point 
which the mind cannot reach to day, but the sosial consequences 
of which cannot be overestimated." 

These physiological considerations for a symmetrical education 
well heeded at the proper time, the kindergarten and the school 
would but need to continue in training. However, if these consid- 
erations be neglected at the most critical period of life, the school 
cannot, even the best modes of instruction being used, do great 
good. The most potent factor in this education will be physical 
training, though other instructions must do much correlated work. 

Ventilation.* Necessity for ventilation. The mind does its 
work by the means of an engine, the brain. This engine must be 
warmed by the burning of fuel, the oxidation of tissue. To do 
its work well the engine must have a good draught, the blood must 
bring to the brain plenty of oxygen. To make the flame cf 
thought strong and clear, we must breathe pure air. 

The vital flame consumes oxygen of the air and puts in its 
place carbon dioxide. This reduces the proportion of oxygen in 
the air, and lowers the vital flame, unless means are employed 
to remove the carbon dioxide and keep up the supply of oxygen; 
in other words, to remove the foul air and bring in fresh air. 
Hence the necessity for school ventilation. 

Temperature. Health also requires that the temperature of 
the schoolroom be kept between 65 and 68 degrees Fahrenheit. 

Principles. We shall first consider the principles upon which 
the method of heating and lighting the schoolroom must depend. 

Light air tends to rise above heavy air and heavy air tends 
to sink below light air. Warm air is not so dense as cold air; 
hence it is lighter and tends to rise above it; while cold air tends 
to sink below warm air. If there is free communication between 
two bodies of air placed horizontally to each other, there will be 
a draught down the colder body and up the warmer body. The 
carbon dioxide of the breath is heavier than pure air of ordinary 
temperature; hence, it goes to the floor, but carbon dioxide from 
burning gas is lighter than the air of the room, and so goes to 
the ceiling. 

We shall consider the subject .of ventilation: first, wflen arti- 
ficial heating is not required; second, when it is required. 



*By Charles H. S. Traill. 



28 



Physical Training in the Schoolroom. 



Ventilation when artificial heat is not required. The fresh air 
coming in from the outside is sometimes warmer than the air 
of the room. If we open the window from above, the incoming air 
being warmer and consequently lighter than the air of the room, 
will how above it and the mixing of the warm fresh air with the 
air previously, in the room and which is actually breathed, takes 
place very slowly. If we open the windows from below, on the 
other hand, the fresh air being warmer and consequently lighter, 
will rise and in rising diffuse itself through the room. The win- 
dow, therefore, when the fresh air is warmer than the air of the 
room, should be opened from below. 

But the fresh air introduced is generally cooler than the air 
of the room. If we open the window from below, the fresh air 
being cooler and consequently heavier than the air of the room, 
will fall directly to the floor wi hout mixing with it. The diffusion 
of fresh air into the air above it that is actually breathed will take 
place very slowly. 

If on the other hand it be introduced from above, in falling 
to the floor, it must mix to some extent with the air of the room. 

When the fresh air is cooler than the air of the room it is 
best to lower the windows from the top. 

Prevention of draughts. It is too often the case that there 
is a strong cold draught near the window and not sufficient diffu- 
sion of fresh air into other parts of the room. The current of cold 
air must be prevented from going directly downward. One way 
of doing this is to lower opposite windows from the top. The 
draught will be from the one to the other, in other words, hori- 
zontal. Another way is to raise the lower sash about six inches 
and close the opening below the lower sash by means of a board. 
The cold air is made to pass between the two sashes. This gives 
it sr. imward movement. 

Another plan is to divert the draught to the ceiling by means 
cf a screen with its lower part fastened to the window frame and 
its upper part fastened with cords, so as to allow it to swing 
from the window. 

Outlet for foul air. The carbon dioxide being heavier than 
the rest of the air falls to the floor; hence, the outlet for foul air 
should be at the foot of the wall. This should communicate with 
a vertical shaft. If there are many pupils the vertical foul air 
shaft should be heated. This will cause a strong draught from the 
room up the shaft which will draw the foul air out of the room 
end cause pure air to enter to supply its place. 

Ventilation when the school must be warmed by artificial heat. 
The fresh air coming in from outdoors is too cold to be breathed. 
Shall we warm it before or after it mixes with the air already in the 
room? The difference between the temperature of the incoming 
air and the air already in the room is so great when artificial heat 
is required as to cause the former to fall to the floor so rapidly 
Ls to produce severe draughts, which are quite dangerous. This 



Physical Training in the Schoolroom. 



29 



fact often prevents people from letting it in at all. Before being 
warm enough to breathe the fresh air mixes with the foul air which 
from its weight has fallen to the floor. We conclude, therefore, 
that the fresh air must become warm before being mixed with 
the air of the room. 

Now shall this warm air be diffused from the upper or lower 
part of the room? 

If diffused from the upper part of the room, on account of its 
heat, it is lighter than the rest of the air and will flow above it. 
The mixing of the fresh air with the rest of the air will take place 
very slowly. If there is an opening to the outside in the upper 
part of the room the warm air of the room will escape. This is a 
waste of heat. 

If fresh air is diffused from below, its warmth make s it lignt 
and its lightness makes it ascend. 

In doing so it must mix with the air of the room which is thus 
warmed and purified rapidly. 

Method of warming. The next question is, How it snail be 
warmed? Shall it be warmed by a hot air furnace, stone grate or 
open fireplace, or steam radiator. Our bodies are warmed in two 
ways, by rays of heat radiating in all directions from a hot body, 
and by direct contact with a hot body, as the air. If a house is 
heated by a hot air furnace we get little heat by radiation. We 
will feel cold unless the air is kept very warm. But, to breathe 
warm air is very enervating. On the other hand, if we get radiant 
heat we do not need to get so much heat by contact with the 
air. The air, therefore, need not be any hotter than it is healthy 
to breathe. 

Shall we get radiant heat from a grate or open fireplace, a 
stove or a steam radiator? 

Grates and open fireplaces are too expensive on account of the 
amount of fuel used. Steam radiators are the cheapest means of 
heating a large building.. They do much harm, however, when not 
accompanied by means of ventilation, because they do nothing 
themselves to bring in fresh air, whereas there is always a draught 
to a fire to support combustion. The fire brings in fresh air 
and removes foul air. Fresh air is drawn in from outside to supply 
the place of what goes up the chimney. There is a great differ- 
ence in the draught of fires. The grate or open fireplace has a very 
strong draught, and is therefore very useful as a ventilator, 
while the coal stove has not much draught and is not of much 
use as a ventilator. 

It is important that the heat radiated be distributed as evenly 
as possible throughout the room. This is secured by placing the 
stove or steam radiator in the center of the room. 

Moisture. The warmer the air becomes the more vapor it 
can hold. When it has not all the moisture it can hold it tends 
to absorb moisture from the plants and animals that it touches. 
This gives rise to the sensation of dryness and is not conducive 

H. B.-3. 



30 



Physical Training in the Schoolroom. 



to health. Whenever we heat air, therefore, we should supply it 
with sufficient water to supply the need of more moisture. Place 
a pan of water on the stove or steam radiator. 

Application. A fresh air pipe should lead from some point out 
of doors in the sunlight and free of all refuse underneath the floor 
and then up beside the stove or steam radiator, allowing the cold 
fresh air to flow a point just above the heating surface. The heat 
will make the fresh air go up and mix with the air of the room. 
If the fresh air be let in below the heiting surface it will fall 
directly to the floor. A convenient mode of heating and admitting 
fresh air to a room is to place the heating surface beside a win- 
dow which is opened at the level of the heating surface. ' There 
should be a foul air outlet at the base of ens of the walls. Th ; s 
should communicate with a vertical shaft. This shaft should be 
warmed by passing stovepipes through them or by a steam radi- 
ator. This provision for drawing the foul air out of the room 
appears to me more important than those for bringing the fresh 
air in; because, if the foul air be drawn out, fresh air must come 
in to supply its place. We could not prevent it from coming in. 

Tesling air. The best way to test the purity of air in a room 
is to go to a door or window, breathe outside air and compare it 
with the air of the room. 

During the physical training lesson the windows should be 
opened, even during the coldest of weather. Appoint and instruct 
monitors to look after the opening and closing of windows. Cer- 
tainly, the children must be kept active, and there must be suffi- 
cient artificial heat to warm the rcom at the close of lesson. 

Clotning. Men and women of good sense have at ail times 
protested against the tyranny of fashion. While we notice, how- 
ever, that the thoughtless, the dudes of both sexes, but little heed 
hygienic advice, there is a very noticeable demand for sensible 
garments. No little credit is due to the enhanced enjoyment all 
classes of people find in physics 1 exercise of all sorts. Though 
many may even in this find an opportunity to invent some attire 
that will make a "hit" in their "society," the girl and boy in 
the gymnasium suit have found too much comfort in it to forego 
its blessings in everyday apparel. The cruel effects of the cor- 
set, or, in fact, of all tight-fitting clothes, cannot be demonstrated 
too often and too forcibly. The crusade against it should by all 
means continue until not only the one with whalebone stays has 
entirely disappeared, but any so-called sensible substitutes. It 
should be made clear even to those who claim that their physical 
make-up necessitates the corset, that the time and money spent for 
it should be devoted to physical training; that strong muscles of 
the chest and back are the best and most natural corsets to be 
had. Mothers should teach their daughters that it is on account 
of weakened muscles that her bust and trunk cannot be held in 
their natural place; and they should advise their daughters not to 
allow such weakening. Teachers, the women in the profession, 



Physical Training in the Schoolroom. 



31 



can do much in the higher grades of. school, and, by all means, 
they should find it worth a while to do so. Much teaching has to 
travel from school to home. But, are we talking to the lady who 
believes, as we do, regarding the corset? 

During the lesson in physical training all superfluous garments, 
overcoats, wraps, shawls, kerchiefs, "boas, should not be worn. In 
fact, they should not be worn in the room at any time. Overshoes 
are not healthy for the feet. Handkerchiefs in girls' hands should 
not be tolerated during the lesson. 

One of the most frequently met wim customs is kerchiefs, 
shawls and boas around the throat in the schoolroom. It is a bad 
custom at any rate, for instead of being a protection to the throat, 
they cause it to be all the mere tender. They are also objection- 
able, because they sometimes seriously interfere with the circula- 
tion to the head and then impair eyesight. 

Ask the children if they wear these superfluous garments at 
home, and they invariably answer "no;" why should they wear 
them in school? 

The time for exercise. The time for exercise here to be con- 
sidered is for the schoolroom. Physical exercises have been pop- 
ularly called exercises to rest the pupils. Anyone engaged upon 
some mental task is inclined to find rest from it by looking out 
of the window, take a stroll in the garden or field; and the 
thought eagerly sought will c:me easier; when thus refreshed we 
again begin our labor. Our school life has provided for recesses 
which are absolutely necessary for recreating not only the mind, 
but the body also. Any attempt to curtail them, or, even to elim- 
inate them, is a great wrong done to the pupils. Physical train- 
ing does not take the place of recesses, though they are a rest from 
mental work. Physical training is also a mental discipline, and 
on this account is not to be separated from the regular curricmum. 
But, if physical training is mental work, how is it that it is a 
"rest?'' The answer is in this: Any change from one study to the 
other is a "rest." Thinking is not done by any one part of the 
brain; it is a manifold mechanism that is at all times active. For 
each mental discipline the combination of this mechanism changes. 
Some studies afford greater changes than others. From history 
to geography there is less than from history to drawing, or geog- 
raphy to music. Of all the changes physical training affords the 
most radical. This will be more readily seen when we take into 
account the physiological construction of our nervous system, which 
is essentially one unbroken closely allied structure. Physical 
training, though a discipline of the mind, exercises principally the 
nervous cells which control all motions of the body. All have 
experienced that when they have exercised the right arm to fatigue 
and then work with the left for awhile, the right will be able to 
perform its part again. Just so do the nerves alternately work. 

It will be seen from this, that the time for physical training 
must be chosen from a consideration of being the best rest for hard 



32 



Physical Training in the Schoolroom. 



study. It is claimed, however, that the morning and afternoon 
periods vary as to the efficiency of the pupils for mental labor. 
Psychometric investigation has not proved that the afternoon ses- 
sion is not as good for mental study. On the contrary, opposite 
results are claimed by some authorities. We do not think that the 
placing of physical training must necessarily be in the afternoon. 
"We hold that the arrangement of studies should decide it. What- 
ever is in any school year the hardest mental study is the one to 
ue considered. But physical training should precede the study, 
not follow it. In this we differ from popular belief that favors 
a rest after a hard study. 

Physical training should not be taken directly before a study 
which is also considered a rest, such as music, drawing, manual 
training, etc. It should not be taken directly before any writing 
lesson, should good writing be expected. For, the blood, circulat- 
ing more rapidly, does not allow a steady hand. 

Physical training should be taken daily. This cannot be too 
strongly urged. The Committee of Fifteen recommends that the 
minimum time for physical training should be one hour and fifteen 
minutes a week, making a daily lesson of at least fifteen minutes' 
duration. We should recommend that in the primary grades les- 
sons be twice a day of ten minutes' duration. One of these might 
be a game, the other the regular lesson. 

Form in exercise. "The highest grace is the outcome of con- 
summate strength." — (Goethe.) Physical training does not teach 
the slipshod performances of gymnastic feats. Such a teaching 
may cause muscles to become stronger and the body to be health- 
ier, but it would neither form the body into a more beautiful mold 
nor train the mind. Each gymnastic exercise must also be one 
designed to correct faulty positions of the whcle body and its 
single parts. Since most pupils that the teacher meets with in the 
school do not present ideal forms, it becomes necessary to employ 
in each exercise the correction for faulty positions. It will require 
a teacher of some experience to notice a correct carriage and a 
desired holding of all the different parts of the body. The anatomist 
is enabled to determine with some exactness, by means of the 
human foot, by means of its muscles and sinews, and the size and 
formation of the bones, what the build of the person has been. The 
experienced teacher in physical training should likewise be able to 
judge by the carriage of one part of the body many points as 
to the rest. If he should see a hand which should be straight, 
with the fingers closed, and held in a certain direction, hang loosely 
downward, the fingers apart, he could judge with soxe precision 
as to the carriage of the whole person. Form is lacking. What 
must be absolutely required is a determination on part of the pupils 
to enter into each exercise with good cheer and will. No half- 
heartedness will avail. 

Having gained this point, the teacher must at no time be neg- 
ligent, nor tire in directing the attention of the pupils to the most 



Physical Training in the Schoolroom. 



33 



characteristic mistakes in carriage which all, cr most, have in com- 
mon. Often they must be told, (1) to elevate the chest, name 
this active chest; (2) keep shoulders back, not draw tnem up; 
(3) the chest must be forward, but the abdomen must not p^o 
trude; (4) heels together, toes turned to a right angle; (5) he id 
straight, well between shoulders; (6) hands must have finge.'s 
together, the hand must be in line with wrist and arm, etc. it 
will be an easy matter to teach all this when it is begun in the 
first primary and unceasingly continued through the other grades. 
If we look right closely at pupils of the first school year and at 
those of the upper grades, we shall find an amazing difference of 
carriage; and while we meet with very few cases that need re:l 
corrective work in the first primary, there are hardly any in the 
high schools who could pass unnoticed in respect to thei^ 
carnage. 

We have said in another place that to judge an exercise 
whether performed correctly or not, the teacher must find in any 
exercise the parts moved and those remaining quiet in relatively 
the same attitude to the fundamental position. This is for good 
reasons. Any exercise is net only a movement of one of the 
parts, but is in fact a movement cf the whole body. We quote 
from Dr. F. A. Schmidt's Physiology of Exercise: 

"Even the very simplest motion includes the participation or 
a great many muscles. First of all, of course — and laboring hard- 
est — are those muscles which immediately cause the particular - 
characteristic main motion, as in bending a limb, the respective 
bending muscles; or in stre'iching, the stretching muscles. 

"Then there are other muscles that co operate with these, 
although in a contrary sense, namely, the "antagonists."' By a 
more or less slight contraction they indicate to the desired motion 
its desired measure, its required limits. Thus the motion of the 
bending muscles, for instance, is moderated and confined to the 
limit, by a slight extension of the corresponding stretching mus- 
cles and vice versa. Thn is similar to guidirg a horse in a 
desired direction, which it is impossible to do if we pull at one 
rein only; for thus we either turn the neck of the animal too 
much or too little, most probably too much. Only after the horse- 
man takes both reins in his hand, and by gently pulling this or that 
one, will he be enabled to turn the horse's head exactly in the 
desired direction. It is precisely the same thing with the motion 
of the muscles, which is to have a clearly indicated limit. 

"Then, again, a number of skeleton muscles co-operate, which 
fix those parts of the movable skeleton from which the moving 
muscles rise to the trunk of the vertebral column; for a muscle 
can only produce an effect from a fixed point upon a point that 
adheres to the bone to be moved. The holding muscles, especially 
those around the neck, shoulders, spine and pelvis, are also in 
activity, and they, by their contraction, keep up the equilibrium 
of the body, which is disturbed ar.d deranged at every motion. 



34 Physical Training in the Schoolroom. 



A single example: Raising the arms sideward upward. In this in- 
stance the triangular armlifter (deltoid muscle) ^is the muscle which 
really executes the motion, and is the one by far most burdened. 
The adductor of the arm (the large pectoral and the broad back 
muscle), which work in an opposite direction, effect, by a slight 
contraction, that the desired motion stops at the designated point, 
namely, the horizontal position. The muscles around tbe arm 
and hand are slightly contracted. They thus, in reality, mutually 
counteract their effect, but at the same time they bring about that 
the arm and the hand, stretched out as a unit, are raised and held 
in an upward position. Now, the real moving muscle, the deltoid 
muscle, rises to a great extent in the shoulder blade. The shoulder 
blade is a free, movable, three-cornered bone, which is linked to 
other bones at one angle only, while on all other sides it adheres 
merely to the muscles. The contraction of the deltoid muscle 
would therefore not really lift the arm hanging heavily down, but 
would rather bring the movable shoulder blade toward the arm 
out of its position — draw it outward and forward — if the holding 
muscles did not, by corresponding contraction, support the shoulder 
blade, and thus make it possible for the working muscle to move, 
from this one positive starting point at the shoulder, the out- 
stretched arm, like a one armed lever, in the desired direction. But 
the holding muscles of the shoulder blade rise mostly in the verte- 
bral column, which is movable in all its links and is balanced like 
a staff on the pelvis. As soon as there is a one-sided contraction, 
they disturb the equilibrium of the vertebral column and cause an 
inflection of the same. It is therefore necessary that the muscles 
on both sides of the vertebral column contract, to equalize this 
inflection and to prevent the trunk from bending over toward the 
side on which the muscles work. In short, we have, with appar- 
ently so simple a motion even, the combined work of a great num- 
ber of muscles, each of which has more or less work to do. 

"While the main working muscle does heavy work, all the 
other muscles, both moderating and supporting, have their more or 
less heavy work to do. 

"In this motion the brain is therefore called upon to furnish to 
a whole number of musclns the necessary incitation to motion, 
by means of the nerves of motion; and this incitation to motion 
must at tne same time be so diversified by various graduations, 
as to allow the motion to be carried ' out in a strictly designated 
form and limit, in faultless attitude, and without interruption of 
the equilibrium. 

"In the above example a simple form of motion was consid- 
ered; in complicated motions the mechanical relations can hardly 
be classified or surveyed. In many motions, too, not only the free 
action of the moving, moderating and supporting muscles, but other 
mechanical forces must be considered; among these, in the first 
place, gravity — for instance, the lowering, by its own weight, of 
a limb that has been raised, the effect of gravity on the body dur- 



Physical Training in the Schoolroom. 



35 



ing all supporting and hanging exercises; and also elasticity, for 
instance, when exhaling. Certain activities of the muscles are 
thereby at different times mere or less burdened and sometimes 
even rendered superfluous." 

All these experiences the pupil must gather before he is capa- 
ble of using the muscles which are necessary for the performing 
of an exercise. In this his mental experiences also play a great 
role. But, the point we wish to illustrate is, that any bodily 
movement, though insignificant in appearance, is also one of the 
whole body. This explains the awkward boy or girl who have no 
control over the parts they wish not to move and direct their 
energies into wrong channels. Therefore, all exercises in physi- 
cal training should he considered correctly executed when at the 
command of the will each part of the oody is moved into the right 
place. 

It is for this reason that the lazy person tries to evade the 
difficulty encountered in the exercises, because it is much easier 
to set only the muscles which chiefly perform an exercise into 
motion than also to co ordinate those which assist in a correct 
execution. The illustrations here will demonstrate it strikingly. 
The man capable of lifting a heavy weight does not only need the 
muscles of the arm that raise the arm, but all muscles of his body 
are at work. In the exercise, hands behind head, as performed in 
a desultory fashion, we notice that the muscles of the back are 
not so prominently concerned as is the one executed with form. 
Any exercise can be performed by an execution so different that its 
physiological effects upon nerves and muscles will be much altered. 
Raising the arms, for instance, can be made by the swiftest possi- 
ble motion, holding the body quiet, a very exacting exercise. It is 
surely different from raising them in a slipshod, slow way. More 
complicated and intricate movements can thus by the will power of 
the gymnast, and the method of execution, become very exacting. 
In fact, cal-isthenic exercises can be performed that will require 
as much strength, agility and endurance as the average exercises 
at the- apparatus, which are erroneously called heavy gymnastics. 

Instructions in method. The teacher who has not taught cal- 
isthenics must not attempt to give the lessons in this manual unless 
he has thoroughly studied the following pages on method. It 
must be remembered that these exercises should not bring simply 
the different parts of the body into motion, but each lesson should 
elicit a correcter execution and an easier surmounting of the dif- 
ficulties it presents. The correcter execution depends on the 
vivid impressions- which the pupils receive by a pedagogical pro- 
gression which has taken into account the capability of the child. 
Each new exercise brings into action some new, though slightly 
changed, arrangements of nerve combinations. Always beginning 
with the known forms, the new additions touch upon some unused 
avenues of nerve activity. These must be opened, surveyed, trav- 
eled over and over again, so that they con be found more readily. 



36 



Physical Training in the Schoolroom. 



Just as we train the mind by many subjects of instruction, each ani 
all of them having some relation to each other, going forward by 
adding to the known some little of the unknown, just so we train 
into (or for) physical efficiency by manifold forms and combina- 
tions. 

Since the materials for the different grades have been arranged 
in this manual, the teacher will find the physiological problem 
solved, if the presentation of each lesson shall be in accordance 
with the methods recommended. To illustrate the point, let us take 
an example easily understood. The arms are to be raised forward. 
Leave it to the untrained children to do it to their liking without 
any further explanation, and they will raise the arms in as many 
different ways as there are pupils in the room. Your Intention 
is that only the arms shall be moved, but you will notice that 
many, if not all, will move the body also; you wish the arms to be 
elevated to a certain height, as high as the shoulders, but you 
see them at all different elevations, etc. Now, the raising of the 
arms forward, as simple as the exercise is, means in physical 
training — the emphasis on training — more than a mere moving 
of the arms. It means that all ether parts of the body rema'n 
quiet; that only those nerves which move the arms do their work. 
These nerves should cause the arms in this exercise to raise to the 
proper place, as high as the shoulders, as wide apart as the 
shoulders, etc. Now, these arms have never been raised pur- 
posely by the child in this prescribed manner. Their weight has 
never been ascertained by raising and stopping them at the 
desired place; the direction has consciously never been sought. 
Weighing and directing the arms, and controlling the by-motions of 
the body, becomes, then, not simply a motion well known to the 
child, but a mind-action yet to be experienced. 

A correct presentation of this and all exercises is necessary 
that the true value of this very useful part of gymnastics be 
obtained. The exercise which heretofore has not been executed 
purposely, is by all means an act of the will, pure and simple. 
We understand by will-act any exercise wherein the mind has con- 
scious participation. Can there be any more valuable discipline 
than a course of instruction which includes a graded series of will- 
actions? It is just as necessary to teach the controlling of super- 
fluous will power, easily misdirected because it is not consciously 
experienced, as it is of import to arouse will in those children who 
have neither dared nor cared to investigate the possible energies 
of their bodies. The boisterous become moderate, the timid seli- 
possessed. 

Each will-act is a conscious act. Teaching the mind is stor- 
ing will-acts of the mind — memory. We memorize after repeated 
correct impressions made upon the mind. Conscious will-acts of 
the body are also stored after repeated doings. From being a 
conscious act they become gradually, by practice, more or less 
automatic. Automatic movements of the body and memorized 



\ 



Physical Training in the Schoolroom. 



39 



knowledge of the mind are twin conditions of the brain. Teach- 
ing physical exercises, then, should lead from the conscious act 
to the unconscious doing — habit* Habits should be taught which 
are correct; to know them the teacher must know the norms of 
ideals. 

It may be difficult to define scientifically that which is beauti- 
ful. The opinions on this subject may vary. This, however, is 
a certainty, that whenever the truly beautiful comes under our 
observation we recognize it at once. We may differ to decide 
whether a girl is merely pretty or beautiful, but when the really 
beautiful girl appears, all will agree. The ideal, in other words, 
exists in the minds of the cultured. We know the handsome boy 
or man, the beautiful girl or woman. That ultimately a race be 
trained which shall be characterized by more universal beauty of 
form is the aim of physical training, and one of its possibilities. 

For :chool work the teacher needs some more practical hints 
to guide him in distinguishing a correctly and gracefully executed 
exercise and a correct posture. The fundamental position — start- 
ing position — is for him the guide. The fundamental position is 
the following: The legs are straight and together, the trunk is 
also straight; the head erect; the arms hang loosely at the sides, 
the palms toward the thighs; the heels are locked and the toes 
form a right angle. The weight of the body should be equally 
divided between heels and balls of feet. In any exercise the cor- 
rect position of the whole body n determined by this rule: The 
parts moved are taken into the desired position; all the rest of the 
body remain relatively the same as in fundi mental position, 
When the pupil bends trunk forward, for instance, the head 
remains in relatively the same position toward the trunk as in 
erect standing, the legs do not bend, etc. Having the fundamental 
position always in mind, and having given the exact description 
of the moving parts, the correct posture is easily determined. 

The krowledge of the possibilities of motion of each part of 
the body the teacher will easily learn while he progresses in the 
work. The movements are fully explained by word and illustra- 
tions. This knowledge would, however, be of little avail to teach 
a class methodically. Supposing, we begin to command the head, 
the trunk, the arm, the leg to turn, or command the arms or leg 
to be raised. We would find presently that pupils would not obey 
our command uniformly. One wouid turn his trunk left, the other 
right, the next his right leg right or left, still another raise his left 
arm forward, the other upward, one his right arm sideward. 
There is something to be considered. We have two sides to our 
body, the left and the right; on each of these sides are one leg and 
one arm. We also distinguish space directions, viz: 

*It should not be understood, however, that we consider the mind not concerned 
in automatic actions; thes 3 movements are performed with the least resistance of 
nerve activity. 



40 



Physical Training in the Schoolroom. 



Forward, 

Sideward, 

Upward, 

Downward. 

Backward, 

and the intermediate directions, such as are observed in east and 
west, north and south, northeast, southeast, etc. These are desig- 
nated by, 

Obliquely forward. 

Obliquely forward-upward, 

Obliquely forward-downward, 

Obliquely sideward-upward, 

Obliquely sideward-downward. 

Obliquely backward-downward, 

Obliquely backward-upward. 

Next to be considered is the possibility of moving two symmet- 
rical parts of the body in different directions. Such, for instance, 
are the arms. These parts can be moved in the same direction as 
starting from the body (arms forward); they can be moved in dis- 
similar directions (right arm upward, left arm sideward); and 
finally they can be moved into antagonistic directions (right arm 
sideward, left arm sideward, or right arm forward, left arm 
backward) . 

Having considered all these possibilities — the motion of each 
part, the directions into which these parts can move, and the sym- 
metry of the body — we can now formulate our exercise. 

Describing this formula by as few words as possible, we have 
a command for the exercise. Move arms! How mova them? 
Raise them! Which way? Raise them forward! Command: 
Raise arms forward! Again: Move leg! How move it? Raise 
it! Which leg? Left leg. Which way? Raisa it sideward! 
Command: Raise left leg sideward! 

Still the teacher would encounter difficulties. Hardly will 
this command be given when the pupils will bagin to execute it. 
One moves now, the other a little later, until all have understood 
you. There is still somethirg lacking. You have not indicated 
to them the exact time at which to execute your command. Since 
all exercises, especially new ones, take a little time for thinking, 
the commander must allow for this. The pupils must know when 
you tell them, "Raise arms forward!" that you wish them to be in 
readiness to do the exercise together. You will tell them when to 
do it after allowing them time to think. The word you give them, 
after this sufficient pause to think, must be short, and while the 
description or Explanation of the exercise is spoken in ordinary tone 
of voice, you speak the word which tells the pupils the time of 
execution, quickly and sharply. The one which designates the 
motion in this case is: "Raise!" Now they will all raise the arms 
together. 



Physical Training in the Schoolroom. 



41 



You would not have the pupib remain in this position all 
tne time. You wish to have the arms back to the sides. You com- 
mand: "Lower arms (pause for allowing them to think) — Lower!" 

Should they have done this exercise several times and know 
what you expect from them, then substitute for the command of 
time which is called the command of execution, a cardinal number. 
Instead of Raise! say, One! for lower say, Two! After still more 
practice you can also omit the command of explanation, saying one 
and two for both commands. 

Throughout this manual the command of execution is given in 
numbers. The word, the verb-action, should be used whenever 
practicable in the beginning of teaching an exercise, especially with 
small children. 

The procedure for teaching an exercise should be as follows: 

Turn trunk left (or right) and raise arms forward — 1! (Fig- 
ure 19.) 

Turn forward and lower arms — 2! (Figure 1.) 

1. Name the exercise— the command of explanation. 

2. Show the exercise, or have it shown by an able pupil. If 
you have had an exercise sufficiently often, an explanation should 
be all that is necessary. 

3. Let the pupils execute the exercise, and, 

4. Let them return by command to fundamental position: 
Turn forward and lower arm] — 2! 

5. The principal mistakes are explained — not the trivial ones. 
The teacher will find these mistakes mentioned with each exercise. 

6. Repeat the exercise and let the pupils remain in position, with- 
out tiring them, until you have mentioned the principal mistakes 
now committed. 

7. Repeat often enough — until most pupils have acquired a 
position which has none of the most important mistakes. Then 
you may mention minor ones. Each exercise has its characteristic 
difficulties. In this one, the holding of the feet still, keeping the 
knees together, turning far enough, and raising the arms as high 
as shoulders and directly forward (not sideward or backward) are 
the principal mistakes. 

8. The number of repetition depends on the satisfactory 
elimination of mistakes. 

9. With each degree of progress in bettering the exercise, the 
teacher must encourage by quick word quicker and more decisive 
action. 

10. In an exercise well known you must expect quick and 
decisive action from the start. If you do not get it, quickly return 
and repeat. Do not tire in this. It must be part of daily routine. 

11. When the exercise is becoming better in execution the 
teacher omits the explanatory commands and substitutes numbers. 

12. Having reached this stage, you announce the practice of 
the exercise by: In time (pause) begin!— when you quickly set in 



42 



Physical Training in the Schoolroom. 



after the word begin to count in rhythm. Count as many timss 
as are neces:ary to tire the pupils. Not unless an exercise tires, 
is it of any value. To tire by an exercise does not mean to exhaust 
the body. Th3 muscles that execute principally the movement 
become tired. A momentary rsst and a change to another exercise 
and they are ready to perform again. Understand the difference 
between counting for correction and counting "in time" for practice. 
In the former there is no definite time between each command, in 
the latter you count rhythmically. 

13. The rhythm for "in time" commanding is generally the 
time of two step:; for each movement, not quite so fast in exercises 
which require a moving of the trunk, as in bending the trunk, and 
in large steps. 

14. In all exercises which permit a practice of both sides, begin 
with ths left, because the left side is in ninety-eight cases the one 
which is neglected more than the right and offers more difficulties. 

15. Having practiced the left side in time th: teacher begins 
the fame procedure with the right. 

16. The right side finished, alternate exercises of Isft and right 
side arc taken together as one exercise. You begin by count to 
have the pupib take the position one after the other, as if they 
had not had it at all and make such corrections as are necessary. 

Turn trunk left and raise arms forward — 1! 
Turn forward and lower arms — 2! 
Turn trunk right and raise arms forward — 3! 
Turn forward and lower arms — 4! 

After having overcome the difficulty of combining left and 
right, beginning quickly with the other side, the pupils practice both 
sides in time. This is announced: 

Left and right, alternately, in time — Begin! 

17. When practicing in time do not stop counting for the pur- 
pose of stopping the children from exercising, but command, halt! 
This "halt" is spoken instead of the last count. Instead of 1! 2! 
3! 4!, you say, 1! 2! 3! halt! 

18. Do not use different commands for the came motion. 

19. Do not set a fixed number of times for practicing an exer- 
cise. No drill. The pupils must never anticipate the next move- 
ment. 

We understand by drill a set of exercises which are performed 
in a given rotation and are recited, so to speak, as a poem learned 
by heart. Also the fixing of the number of times, say two, thrse, 
four, or more times, is an erroneous practice; it weakens the will- 
action, and thereby attention and interest. Such a practice is 
sometimes permissible when pupils practice for an exhibition. 

20. The terms, "by count" and "in time," which are frequently 
used, desigrate tha different modes of commanding ai exercise. 
The mode of practicing "in time," is explained in paragraph on 
rhythm. When commanding "by count," the pupils do not exercise 
rhythmically, but wait after taking a position for the next "count." 



Physical Training in the Schoolroom. 43 



The two modes of commanding, by count and in time, should be 
distinctly practiced. The teacher should not begin to command 
rhythmically, without announcing it. In time (pause, allowing 
for thinking) — Begin! 

21. An exercise, as practiced from this manual is never ex- 
pected to be perfectly performed. Therefore, always expect mis- 
takes. It is after years of instruction that the most noted mistakes 
are removed. 

Special instructions for practicing certain different combina- 
tions of exercises are given when these exercises first appear. The 
teaching of different grades is explained also in a special introduction 
to the programme. 

In ,~chools that have not had systematic physical training, it 
is better with all grades to begin with the programme of the first 
grade, taking the following consecutively, for, though older pupils 
learn and advance more rapidly than those of lower grades, the 
exercises preceding those for higher grades are the foundation for 
all later work. 

We wish to impress upon the teacher clearly that these pro- 
grammes are planned for thorough work, and by reading all articles 
and following closely the programme, there is no reason why a 
progressive teacher should not be successful in teaching physical 
training. 

Rhythm. The psychic importance of teaching rhythm cannot 
be disputed. No grander opportunity is offered in any other sub- 
ject, music not excepted, than in rhythmic bodily movements. 

The rhythmic practice of calisthenic exercises is permissible 
only when they are executed correctly and easily, in form. A 
graded system, such as the one offered in this manual, progresses 
so gradually that after having practiced by count a reasonable 
number of times the rhythmic practice, the practice in time can 
be taken up without difficulty. This method of exercising should 
tire the muscles principally engaged sufficiently, and should also 
tend to habituate the pupils to do the exercise easily. In the grades 
that should not practice certain exercises in time, the fact is 
especially noted. In the first grade, "in time"' exercising must be 
limited to the very simplest forms of motions. 

The accompanying of music with gymnastic movements is 
understood from the above. Only when exercises are easih' and 
well executed, is music (rhythm) desirable or permissible. 

As the teacher becomes more acquainted with the programme, 
he will observe that certain exercises require different time for 
execution. Arm movements are more quickly performed than those 
of the trunk, the stride and the lunge, for instance. 

It has been said that the ordinary standard for one movement 
is equal to two steps, in rhythm: 

Raise arms forward — 1! Arms down — 2! is equal the time four 
ordinary steps — 112-120 to the minute. A method very often used, 



44 



Physical Training in the Schoolroom. 



and one to be strongly recommended, is to divide in rhythmic com- 
manding each count — 1! in two equal parts, 1! 2!, thus: 

Raise arms forward — 1! 2! 

Arms down — 3! 4! 

The time for the movement is the same as before. The move- 
ment, Raise arms! is performed at 1, and at 2 the arms rest in for- 
ward position. At 3! the arms are lowered, and rest at 4. In other 
words, we count for each of the two steps of time a movement 
requires, having the movement executed at the first step, and rest 
in position at the second. In an exercise of eight counts, for in- 
stance, the movements are at the odd numbers — 1, 3, 5, 7, the rests 
at the even numbers — 2, 4, 6, 8. For convenience and a better 
understanding of how many movements an exercise is composed of, 
each movement in this book is numbered by the words of command, 
as they are used in exercising by count. 

The illustrations. The illustrations of this book are made from 
photographs of school children of the public schools. Each posi- 
tion of each exercise is illustrated. The numbers in parenthesis 
refer to the illustration of the position. The illustration presents 
the executed movement, so that, referring from one picture to the 
other, the teacher is never at a loss as to what position is wanted. 
The moving from one position to the other is explained, or easily seen. 
The diagram upon which the pupils stand in these illustrations 
shows the directions in which the parts of the body are moved. 
The positions which are meant to be oblique, are so named in the 
exercise, though some may appear oblique in the picture to avoid 
perspectives that might confuse, for instance, bending trunk for- 
ward, and raising arms sideward. Whenever pupils are placed 
in a sideward position, it is done for similar reasons, namely, to 
show all parts of the body to better advantage. 

The composition of exercises. The teacher who sees clearly 
the composition of the exercises, will undoubtedly be more com- 
petent in teaching them. 

An exercise consists of one or more movements. The order 
in which these movements follow each other determines the compo- 
sition of the exercise. 

1. An exercise of one movement is the moving of one or more 
parts of the body from fundamental position without a halting back 
to fundamental position. 

Examples: 

Clap hands — clap! 

Left face — face! 

Swing arms forward — Swing! 
Arms are swung forward and return without halting back to- 
fundamental position. 

2. An exercise consists of the moving of one or two similar 
parts of the body in two movements. 



Physical Training in the Schoolroom. 



45 



Examples: (Two similar parts — two arms.) 

Raise arms forward — 1! 

Lower arms — 2! 
(One part.) 

Lower head — 1! 

Raise head — 2! 

3. An exercise consists of the moving of one or two similar 
parts of the body in two or more movements. 

Examples: (Two similar parts — two arms.) 

Swing arms forward — 1! 

Swing arms sideward — 2! 
The swinging arms forward and down, and the swinging of 
arms sideward and down are each one movement. 
(Two similar parts.) 

Raise arms forward — 1! 

Lower arms — 2! 

Raiss arms sideward — 3! 

Lower arms — 4! 
(One part of the body.) 

Lower head forward — 1! 

Raise head — 2! 

Lower head backward — 3! 

Raise head — 4! 

4. An exercise consists of the moving of two or more different 
parts of the body in two movements. 

Example: (Two arms and one leg.) 
Swing arms and left leg forward — 1! 
Swing arms and right leg forward — 2! 
Arms and leg are swung forward and without halting back- 
to fundamental position again. An exercise is not considered com- 
plete when executed left or right only. Whenever left or right 
sides of the body can be exercised the two side-movements form 
the exercise. 

5. An exercise consists of the moving of two or more different 
parts of the body in two or more movements. 

Example: (Two different parts.) 

Raise heels and arms sideward — 1! 

Lower heels and arms — 2! 
(Two different parts.) 

Raise left leg and arm^ forward — 1! 

Lower left leg and arms — 2! 

Raise right leg and arms forward — 3! 

Lower right leg and arms — 4! 
(Three different parts.) 

Cross-step — position forward left, bend trunk left and raise- 
arms to half circle right — 1! 

Position — 2! 

Cross-step — position forward right, bend trunk right and raise 

arms to half circle right — 3! 
Position — 4! 
H. B.—i. 



46 Physical Training in the Schoolroom. 



6. An exercise consists of the moving of two or more different 
parts of the body alternating in two or more movements. 

Examples: 

Swing arms forward — 1! 

Swing left (or right) leg forward — 2! 

Raise heels and arms sideward — 1! 

Lower heels and arms — 2! 

Bend knees and raise arms forward — 3! 

Straighten knees and lower arms — 4! 

Step — position forward left and raise arms forward — 1! 

Position— 2! 

Bend trunk forward and raise arms sideward — 3! 
Position — 4! 

Step — position forward right and raise arms forward — 5! 
Position — 6! 

Bend trunk forward and raise arms sideward — 7! 
Position — 8! 

7. An exercise consists of the moving of one or more similar 
parts of the body in different directions in one movement from 
fundamental position back to fundamental position. 

Example : 

Clap hands forward and backward — 1! 
Hands are clapped forward and do not stop but clap at once 
backward and are placed to the sides again. 

8. An exercise consists of the moving of one or more similar 
parts of the body in different directions in more than two move- 
ments from fundamental position back to fundamental position. 

Examples: (Two similar parts.) 

Raise arms forward— 1! 

Move arms sideward— 2! 

Move arms forward — 3! 

Lower arms — 4! 
(One part of the body.) 

Bend trunk forward — 1! 

Bend trunk backward — 2! 

Bend trunk forward — 3! 

Straighten trunk — 4! 

9. An exercise consists of the moving of different parts of the 
body in different directions in more than two movements from 
fundamental position back to fundamental position. 

Examples: 

Raise heels and arms sideward — 1! 
Bend knees and move arms forward — 2! 
Raise heels and move arms sideward — 3! 
Position — 4! 

Step — position sideward left and arms left — 1! 

Stride forward left and raise arms upward — 2! 

Step — position sideward left and lower arms left — 3! 



Physical Training in the Schoolroom. 



47 



Position- — 4! 

Step — position sideward right and arms right — 5! 
Stride forward right and raise arms upward — 6! 
Step — position sideward right and lower arms right — 7! 
Position — 8! 

From the nature of these compositions the different exercises 
may be named: 

1, 2 and 3 are simple exercises. 
4 and 5 are compound exercises. 
6 are alternating exercises. 
7, 8 and 9 are combined exercises. 

Any alternating exercise can easily be transformed into a com- 
bined exercise, and vice versa. Should at any time a combined exer- 
cise offer difficulty in teaching, practice it first by alternating and 
then combine. 

Outline of practice of exercises for the grades. First grade — 
For each movement the command of explanation is repeated. Only 
the most simple exercises are, after being well learned, sometimes 
practiced in time. Exercising by count, is the principally employed 
method. 

Second and third grades — In these grades numerals may be 
substituted for the command of explanation after having taught 
an exerci:e. The second grade may practice some easy and v well 
learned exercises in time; the third grade practices in time. Exer- 
cises that have four counts are the limit in these grades. 

Fourth and fifth grades — Both grades exercise in time; the 
fourth grade does not practice those of eight counts in time, but 
may execute sometimes an easy exercise of eight counts by command 
at will (by count). 

Sixth grade and upward — In the sixth grade the alternating of 
exercises, in time, up to eight counts, but not when sixteen be re- 
quired by alternating. Nor does the seventh grade execute sixteen 
counts in time, should the exercise afford difficulty. Different forms 
of practice to heighten interest are taken up by these grades. 

The place and how to arrange classes for exercise. Though 
most rooms afford a sufficient space for exercising in the aisles, the 
pupils standing next to their own seats, in some it may become 
necessary to arrange the pupils so as to allow all an equal space. 
Should the aisles be too crowded, on account of double seats, the 
space in front of the room is to be utilized. At the command 5! 
and without waiting for further orders, the pupih near the head of 
the aisles, as many as can be conveniently placed, march to their 
designated places in front of the room. At the same time the 
remaining pupils in the aisles move forward and take equal dis- 
tances. Sometimes come space can be occupied in the rear of the 
room which pupils at foot of aisle should fill. When pupils are 
to take their seats again, at the command, "Be seated in four 
counts," all take places opposite their seats without waiting for 
further orders. 



48 



Physical Training in the Schoolroom. 



It will always be to advantage when boys occupy one side, girls 
the other side of a room. Should they not be so seated, such divis- 
ion is easily effected by having them pass for physical training les- 
sons to such a position. The small pupils should be in front of 
the aisles, the tall ones in the rear. This in some rooms is very 
necessary, to allow all to see. For appearance's sake also it is 
advisable. 

The exercising in halls, if such are at disposal, is commendable 
for three reasons: the air is generally better, the pupils have more 
space for exercise, and the teacher can observe them to better 
advantage. 

The playground also can be utilized, if marching and tactical 
movements are sufficiently well known to move classes quickly 
to places. 

In rooms with very narrow aisles, all movements requiring 
large space sidewise can easily be performed by having pupils 
execute a quarter turn left or right (left or right face). Some- 
times one-eighth turn (half left or right face) will be convenient 
in such exercises as have large sideward and arm movements. In 
some aisles that are wide, pupils may stand alternately a little for- 
ward or a little backward. 

desks. 

— — — — wide aisle. 

desks. 

This alternating is also advantagsous when pupils stand in 
space in front of room. With large classes, small halls can be 
made very serviceable by arranging pupils in the alternating 
manner. 



Rising and seating exercises for all grades. 

Rise in five counts! 
Lean back — 1! 
Hands on dssk — 2! 
Turn in your seat — 3! 
Rise from your seat — 4! 



Physical Training in the Schoolroom. 



49 



Turn to the front— 5! 

Be seated in four counts! 

Turn back toward seat — 1! 

Sit down — 2! 

Turn in seat — 3! 

Lean back — 4! 
Explanations. 
Rise in five counts! 

All things on desk should be so arranged as not to be in the 
way for the lesson. Pupils should not have anything in their hands, 
as handkerchiefs, pencils, etc. 

1! 

Lean well back, chest raised and active, head erect, arms hang 
loosely at sides. 

2! 

Hands are placed flatly and noiselessly on desk; trunk moves 
away from the back of seat, but does not lean against desk, spine 
is curved inward. 

3! 

The turn is into the aisle, either left or right, as is most con- 
venient in the room; feet are placed heels together, hands at cor- 
ners of desk, one hand at each side. Do not allow a leaning for- 
ward or backward; elbows are not raised. 

4! 

The rising is done without aid of hands; pupils stand free 
and erect and do not touch seat. 

5! 

The turn at count 5! brings the pupil into the middle of the 
aisle. Should the room in the aisle be crowded, pupils move with- 
out further command into such places forward or backward, in 
front of seats or in rear of them, as will allow all pupils equal 
and sufficient space. There is hardly a room too crowded if eco- 
nomic arrangement be made of pupils. Insist that the pupils stand 
still as soon as in their places, absolutely still (fundamental 
position) . 

Be seated in four counts! 
1! 2! 3! 4! 

At this command pupils go back opposite their seats, but do not 
turn yet. 

Is in reversed order. After the command 4! the pupils remain 
with their arms to the sides, until the teacher gives the order for 
the next employment. Do not allow them to take out books, slates, 
etc., without having received the order. 

A great deal of the success of the lesson depends upon a quick 
and uniform manner of rising. Do not allow pupils at any time 
to become careless. The one who is allowed to begin to move 
slowly and carelessly, will behave likewise during the lesson. Use 
this form of rising on all occasions when the class rises and sits 
down. 



50 



Physical Training in the Schoolroom. 



The fundamental position at command 5! is the starting pos- 
ture for all exercises. It is that carriage of the body which when 
it exists should be maintained in school, if absent, should be at- 
tained by proper exercising. Faulty positions at the beginning of 
this training cannot be removed at once, but should be remedied by 
proper exercising. In all exercises this must form the normal idea 
of a correct position. With the exception of the parts moved, 
all other parts remain relatively the same to the fundamental posi- 
tion. For instance, if the arms are raised forward, all the rest of 
the body remains as in fundamental position. Therefore, a moving of 
the trunk backward when raising arms, is faulty. In fundamental 
position heels are locked, feet at right angle, chest active, i. e., 
elevated, shoulders are not raised, but well back, head erect, trunk 
leans neither forward nor backward, but is straight, so that the 
weight of body is felt between toes and heels; arm:> hang loosely 
at sides — (See "Form in Exercise.") 



PART II. 



PART II. 



Programme of Lessons for the First Grade. 

Introduction to the programme for the first grade. The 

exercises of the first week consist of teaching the newcomers the 
"rising" and "seating"' exercises. No lesson should begin unless 
these are executed well as to form and quickness of motion. The 
standing also should not be overlooked. These are few of the 
methods a teacher may employ: "Let me see how straight you 
can sit." "Do not lean forward" (or backward in seat, counts 2 
and 3). "You can stand alone; you are big girls and boys" (when 
standing should they hold on to desks). "Show me your chest" 
(let them place both hands on it). "Now, make your chest 
bigger." "Now, make it smaller." "Now, bigger again." "Put 
your heels together, your toes apart." "Your heeh like each other; 
they are brother and sister, your toes do not; they are cat and 
mouse." "Now, let me see how straight you can stand." "See if 
you can touch the ceiling with your heads," etc. In the endeavor 
to stand straight, some will lean back. Show them that leaning 
forward and backward is wrong, and then the correct standing 
position. Should you not feel competent to show this, let one of the 
pupils do it for you. 

The teaching of rising should differ from the general exer- 
cise for other grades so that each of the movements may be used 
as an exercise in itself, especially movements 1 and 2, which may 
be employed at any time during the day. 

Teachers must be careful not to place beginners in positions 
which can be explained, or which the pupil can see. It is a mis- 
take to take hold of any part of the body and place it in correct 
position; the child should observe you and others do it. Even in 
extreme cases the success will ultimately come, if you should con- 
tinue to show and explain gradually wherein the child fails. Slow 
movements should not be tolerated in this or any other grade. All 
it needs to incite the pupils is, "Let me see how fast you can do 
it." "Let me see if you are able to do it as fast as a little girl." 
Most children of this grade are "straight." Do not allow them to 
lean back when trying to stand straight. Show them their mis- 
take. Do not let them stand long with heels locked; let them 
be active. While insisting on a position with heels together, be 
not too strict, but rather remind them often until it becomes habit. 

All exercises of this grade are announced by words, not nu- 
merals. For the command of execution you may substitute after 
some practice the numerals. Rhythmical practice should only be 
resorted to in this grade with easy and well learned exercises. It 
is, with these children, more a finding of positions, and as long as 



54 Physical Training in the Schoolroom. 



this is the case, the obstructions will not permit much rhythmical 
practice. Do not go from one exercise to the other hastily, but 
practice the same movement until the part is tired. To be tired 
does no injury, but is what the:e exercises should and must do, if 
they are to be of any account. 

For. most of the exercises methodical instruction is given. The 
most frequent mistakes are noted. Do not expect to reach per- 
fection the first day; leave something to be done for the next. 
Each lesion is calculated to employ the pupils for two weeks. 

A holding position, as it first occurs in exercise 6, lesson I, 
and very frequently reoccurs, is maintained while you practice 
the exercise. The holding position is printed in different type for 
better distinction. Hands are placed on hips and remain there 
while, for instance, the trunk bends forward a dozen times. Then 
you command "Arms down!" 

The last exercise should c!o:e each lesson. It is to incite 
stronger breathing and heartbeating. It is only by exercise that 
we can expect to strengthen both organs. Exercise 8, lesson I, 
is the first of this kind. Certainly, all these exercises are adapted 
for this grade. If you let the pupils practice these exercises long 
enough you will notice at the close that they inhale more deeply. — ■ 
(Read general instructions in "Method.") 



LESSON I*. 

Rising Exercises. 

1. Clap hands — 1! 

Hands clap and are quickly placed down again. Pupils must 
wait for your command (1! or clap!) before clapping. All must 
learn to do it simultaneously, and only one clap at a time. Thi? is a 
good exercise for attention a^id teaches the children to do a thing at 
command. 

2. Raise arms forward — 1! (2.) 
Armj down — 2! (1.) 

Arms are raised straight, as high as shoulders and as wide apart 
as shoulders. Palms toward each other, fingers together and hands 
straight. Do not allow bending at elbows in raising. Body must 
keep still. Show mistakes which are to be avoided — leaning for- 
ward and leaning backward. Let them try slowly, encouraging more 
rapid action as they begin to execute the exercise more correctly. 

3. Place hands on hips — 1! (3.) 
Arms down — 2! (1.) 



*Eaeh lesson is calculated to occupy the pupils fox' two weeks. 



Physical Training in the Schoolroom. 



55 



Shoulders well back, also elbows. Fingers forward, thumbs back- 
ward. With small children this is an exerci:e in itself, especially 
when both motions are vigorously performed. Otherwise this posi- 
tion of hands, called a holding position (see instruction in method), 
is taken for convenience' sake, when arms are not engaged in an 
exercize. Do not say hands down, but "arms down. 

4. Clap hands and raise arms forward — 1! (2.) 
Arms down — 2! (1.) 

5. Clap hands and place hands on hips — 1! (3.) 
A rms down — 2! (1.) 

6. Place hands on hips — Place! (3.) 

Close feet— 1 1 
Open feet — 2! 
Arms — Down! 

This b a holding position of the arms, as explained under exer- 
cise 3. Hands remain on hips until through with the exercise, then 
command "arms down." Toe: and heels are together when feet are 
closed. 

7. Place hands on shoulders — 1! (4.) 
Arms down — 2! (1.) 

Elbows sideward and a: high as possible. In this, as in all 
exercises, remind the children of their usual mistakes and encourage 
them in finding the right place at once. "Let me see all elbows as 
high as you can raise them." 

8. Place hands on shoulders — Place! (4.) 
Lower elbows — 1! 

Raise elboivs — 2! 
Arms down! (1.) 

Hands on shoulders is a holding position, which is not given up 
until the exercise of raising and lowering elbows is finished. Elbows 
are lowered to the sides and raised high up again. Repeat until you 
notice pupils are tired, then command arms down. 

Seating Exercises. • 

Occasionally let pupils 3it down in four counts, clapping with 
each count. Do not make it a regular exercise. Announce it: Be 
seated in four counts, clapping hand:-. The same for rising: Rise 
in five counts, clapping hands. 

Remember that each exercise should tire the parts moved 
before taking up the next exercise. The la:t exercise of each lesson 
must close it. Should you not get through, leave out the exercise 
immediately preceding. 



56 



Physical Training in the Schoolroom. 



LESSON IT. 

9. Clap hands and place hands on hips — Clap! (3.) 
Straighten arms fonvard — 1! (2.) 
Place hands on hips — 2! (3.) 
Arms down! (1.) 

Out of the holding position, hands on hips, the arm's are straight- 
ened forward and bent again when hands are placed on hips. The 
arms are not lowered from hiou until you are through with the 
practice of the exercise. 

10. Raise arms sideward — 1! (5.) 
Lower arms — 2! (1.) 

Arms are raised as high as shoulders. It will take maiy correc- 
tions before children will find the sideward unconsciously. Any 
deviation from directly sideward, either above or below shoulders, 
either forward or backward of shoulders, must be corrected. Also 
the hands must receive frequent attention. Palms down and hands 
and fingers in line with wrist and arm. Girls like to turn fingers 
upward; lazy folks let hands hang down. Do not allow a bending 
at elbows in raising. 

11. Clap hands and place hands on shoulders — 1! (4.) 
Arms down — 2! (1.) 

Let the arms be lowered sideward down. i. e., the arms go 
through the sideward position down. 

12. Handi on hips— Place! (3.) 
Bend trunk -forward — 1! (6.") 
Straighten trunk — 2! (3.) 
Arms down! (1.) 

The bending is at hips. All other parts of the body are rela- 
tively the same as in fundamental position. Head remains straight 
with trunk. The inclination is to lower it. Knees are straight. The 
back should not curve, but be as straight a^ in standing. The elbows 
should be well back. This movement should not be executed as fast 
as raising arms, for instance. Hands stay on hips until through with 
exerci~e. 

13. Clap hands and raise arms sideward — 1! (5.) 
Place hands on shoulders — 2! (4.) 
Straighten arms sideward — 3! (5.) 

Arms down — 4! (1.) 

This kind of exercise, more than two counts, must be taught in 
this grade by naming each motion each time. The children are not 
expected to memorize what follows 1!. but you must name the fol- 
lowing movement. In the second half of the first year you can 
teach such an exercise after sufficient practice by counting 1! 2! 3! 
4! (See Instruction in Method.) 



Physical Training in the Schoolroom. 59 

14. Clap hands and place hand? on hips — Clap! (3.) 
Close feet—1 ! 

Open feet— 2! 

Clap hands and arms down — Clap! (1.) 

15. Grasp arms backward — 1! (7.) 
Arms down — 2! (1.) 

This is a holding position of arms; in this grade also an exer- 
cise in itself. 

3 6. Place hands on shoulders — Place! (4.) 
Loiver elbows — 1! 
Raise elbows — 2! 
Arms down! (1.) 

Always close with the last exercise the lesson. Should you not 
get through, leave out the preceding exercize and practice it the 
next day. 

LESSON III. 

17. Clap hands and stamp with left foot — 1 ! 

Both motions simultaneously. Arms return quickly to side; left 
foot is raised, lightly stamped and orderly placed to the right one. 
Have the left foot pointed out to you before exercise. Do not prac- 
tice the right foot! 

18. Raise arms forward — 1! (2.1 
Lower arms — 2! (1.) 

19. Hands on hips— Place! (3.) 
Bend trunk forward — 1! (6.) 
Straighten trunk — 2! (3.) 
Arms down! (1.) 

20. Raise arms sideward — 1! (5.) 
Loiver arms — 2! (1.) 

21. Grasp arms backward — Grasp! (7.) 
Lower head, forioard — 1! 

Raise head — 2! 
Arms — Down! (1.) 
The head only moves; do not permit a bending of trunk. 

22. Raise arms sideward — 1! (5.) 
Hands behind head — 2! (8.) 
Straighten armj sideward — 3! (5.) 
Arms down — 4! (1.) 

See lesson II, exercise 5. Hands behind head from the sideward 
position of arms; palms forward; hands touch neither each other, 
nor the head. Do not allow a lowering of the head. 



60 Physical Training in the Schoolroom. 

23. Raise arms forward — Raise! (2.) 
Close feet—ll 

Open feet — 2! 
Arms — Down! (1.) 

Armi forward in position ar^ in holding position and remain 
there during the exercise. 

24. Place hands on shoulders — Place! (4.) 
Lower elbows — 1! 

Raise elbows — 2! 
Arms down! (1.) 

LESSON IV. 

25. Clay hands in front — 1! 
Clap hands behind — 2! 

Hands are placed after each clap to the sides. 

26. Raise arms forward — 1! (2.) 
Lower arms — 2! CI.) 

Raise arms sideward — 3! (5.) 
Lower arms — 4! d.) 

See lesson II, exercise 5. 

27. Clap hands and stamp with left foot — 1! 

28. Place hands on hips — Place! (3.) 
Bend trunk forward — 1! (6.) 
Straighten trunk — 2! (3.) 

Arms down! (1.) 

29. Grasp hands backward — 1! (9.) 
Arms down — 2! (1.) 

Pupib are apt to confound grasping arms and this exercise. 
Arms are straight; shoulders well drawn hack. 

30. Place hands on hips — Place! (3.) 
Raise heels — 1! (10.) 

Lotuer heels— 21 (3.) 
Arms down! (1.) 

Heels are raised, in the beginning, slowly, so as to teach them 
to keep heels together. The standing is on balls of feet. 

31. Lower head backward — 1! 
Raise head — 2! 

Do not allow the opening of mouth. Teachers have occasion 
to warn a goodly number of children against this habit, sometimes, 
the result of some infantile sickness. 

32. Clap hands and close feet — 1! 
Clap hands and open feet — 2! 



Physical Training in the Schoolroom. 



61 



33. Raise arms sideward — Raise! (5.) 
Place hands behind head — 1! (8.) 
Straighten arms sideward — 2! (5.) 

" Arms down! (1.) 

Arms sideward is a holding position. With each straightening 
of arms sideward, palms of hands must be downward. 

LESSON V. 

34. Clap hands backioard and raise arms sideward — 1! (5.) 
Clap hands backward in lowering arms — 2! (1.) 

35. Place hands on hips — Place! 
Lower head forward — 1! 
Raise head — 2! 

Lower head backward — 3! 
Raise head — 4! 
Arms — Down ! 

36. Grasp arms backward — Grasp! (7.) 
Bend trunk forward— 1! (6.) 
Straighten trunk — 2! (7.) 

Arms — Down! 

37. Raise arms forward — 1! (2.) 
Lower arms — 2! (1.) 

Raise arms sideward — 3! (5.) 
Lower arms — 4! (1.) 

38. Raise arms sideward — 1! (5.) 
Raise heels — 2! (42.) 
Lower heels — 3! (5.) 
Lower arms — 4! (1.) 

39. Clap hands and stamp loiih left foot — 1! 

40. Grasp arms backiuard — 1! (7.) 
Lower arms — 2! (1.) 

Raise arms forward — 3! (2.) 
Lower arms — 4! (1.) 

41. Raise arms sideward — Raise! (5.) 
Place hands behind head — 1! (8.) 
Straighten arms sideivard — 2! (5.) 
Arms — Down! 

LESSON VI. 

42. Place hands on hips — 1! (3.) 
Straighten arms sideward — 2! (5.) 
Place hands on hips — 3! (3.) 
Arms down — 4! (1.) 

H. B.-4. 



62 



Physical Training in the Schoolroom. 



43. Clap hands and place hands on shoulders — 1! (4.) 
Arms doivn — 2! (1.3 

44. Grasp arm] backward — Grasp — 1! (7.) 
Bend trunk forward — 1! (6.) 
Straighten trunk — 2! (7. J 

Arms down! (1.) 

45. Raise arms to thrust — 1! (11.) 
Arms down — 2! (1.) 

Arms are bent at elbows; lower arms horizontal at hipi; hands 
clinched to fists, backs of hands downward; elbows well back. A 
holding position of arms. 

46. Raise heelj and arms sideward — 1! (42.) 
Lower heels and arms — 2! (1.) 

Pupils are in the habit of raising arms higher than shoulder] 
when raising heels at same time. Let them do it very slowly in 
the beginning. 

47. Grasp arms backward — Grasp! (7.) 
Lower head sideivard left — 1! 
Raise head — 2! 

Arms — Down! 

Heads are lowered toward shoulders without raising these. 

48. Grasp arms backward — Grasp! (7.) 
Lower head sideward right — 1! 
Raise head — 2! 

Arms — Down! 

This exercise right is written out separately, though it should 
be understood that the right side is also practiced. 

49. Place hands behind head — Place! (8.) 
Raise arms to a circle over head — 1! (12.) 
Place hands behind head — 2! (8.) 

Arms — Down! 

It will take many repetitions and object les:ons before all will 
round arms, especially should the elbows and hands be well rounded. 

LESSON VII. 

50. Place hands on hips — Place! (3.) 

Straighten arms forward — 1! (2.) 
Place hands on hips — 2! (3.) 
Straighten arms sideward — 3! (5.) 
Place hands on hips — 4! (3.) 

Arms down! (1.) 



Physical Training in the Schoolroom. 



65 



51. Clap hands backward and raise arms forward — 1! (2.) 
Arms — Down! 

Clapping hands backward and raising arms forward in one count. 
From forward position arms are clapped backward again and raised 
at once forward. 

52. Place hards on hips — Place! 
Bend trunk backward — 1! (13.) 
Straighten trunk— 21 (1.) 
Arms — Down! 

In bending the trunk backward, the head must not move, 
knees not bend, and mouth not open. All trunk movements are 
slower in motion. 

53. Arms to thrust — 1! (11.) 
Arm: down — 2! (1.) 

54. Raise heels and arms forward — 1! (14.) 
Lower heels and arms — 2! (1.) 

In this exercise emphasis must be given to the erect 
position of body. Protruding the abdomen is a marked 
mistake. Cautiorirg pupil to keep the body quiet and erect in 
raising heels and arms and showing mistaken will be necessary. 

55. Clap hands twice — 1! 

Hands are clapped in quick succession. Arms placed to sides 
after each two clapi. This exercise can be varied by asking for any 
number of claps. Have them clap six times and then ask, "take 
two claps away," "three claps away," etc. 

56. Raise arms sideward — Raise! 

Raise arms to a circle over head — 1! (12.) 
Lower arms sideivarcl — 2! (5.) 
Arms — Down! 

LESSON VIII. 

57. Raise arms forward — 1! (2.) 
Raise arms upward — 2! (15.) 
Lower arms forward — 3! (2.) 
Arms dozen — 4! (1.) 

Do rot fail to announce each movement. Though pupils may 
know what is wanted, they should rot be burdened to memorize in 
this grade. In raising arms upward, you must guard agairst two 
principal mistakes: moving of trunk backward and abdomen for- 
ward, and lowering the head. Arms must be absolutely straight and 
palms toward each other. 



66 



Physical Training in the Schoolro'om. 



58. Raise arms to thrust — Raise! (ll.j 

Thrust arms forward — 1! (16.) 
Arms to thrust — 2! (11.) 
Arms — Down! 

In thrusting arms forward the lower arms turn so as to have 
knuckles upward. In returning thsy turn back to position. The 
thrusting, as the word indicates, must be vigorous. 

59. Raise heels and arms forward — 1! (14. > 
Lower heels and arms — 2! (1.) 

Raije heels and arms sideward — 3! (42.) 
Lower heels and arms — 4! (1.) 

60. Place hands on hips — 1! (3.) 
Bend trunk, forward — 2! (6.) 
Straighten trunk. — 3! (3.) 
Arms down — 4! (1.) 

61. Raise arms to a circle over head — 1! (12.) 
Loioer arms- — 2! (1.) 

The arms are raised through the sideward position to a circle. 

62. Grasp arms backward — Grasp! (7.) 

Bend trunk backward — 1! (13.) 
Straighten trunk — 2! (7.) 
Arms — Down! (1.) 

63. Place hands on shoulders — Place! (4.) 

Strike arms sideward — 1! 

Place hands on shoulders — 2! (4.) 

Arms — Down! 

In striking arms sideward from shoulders, the palms are up- 
ward, but only in this exercise. Remember that the last exercise 
of a lesson has the preference in case you should not finish the 
programme of the day, always take the last to finish the lesson. 
Pupils should breathe freely at the close of these exercises if you 
take them long enough to tire. They stand in place of the so-called 
breathing exercises. 

LESSON IX. 

64. Raise arms forward — 1! (2.) 
Raise arms upward — 2! (15.) 
Lower arms forward — 3! (2.) 
Arms down — 4! (1.) 

65. Raise arms to thrust — Raise! (11.) 

Thrust arms sideward — 1! (23.) 
Arms to thrust — 2! (11.) 

Arms — Down! 

Lower arms turn, backs of hands upward; in the return lower 
arms turn again. 



Physical Training in the Schoolroom. 



67 



66. Raise heels and arms forward — 1! (14.) 
Raise arms upward — 2! 

Lower arms fonvard — 3! (14.) 
Loiver heels and arms — 4! (1.) 

Heels remain raised while arms are raised upward and lowered 
forward. 

67. Clap hands forward and backward — 1! 

In quick succession both claps are executed in one count. 

68. Raise arms to thrust — Raise! 

Bend trunk forward and thrust arms doionward — 1! (17.) 
Straighten trunk and arms to thrust— -2! (11.) 

Arms — Down! 

69. Place hands on shoulders — Place! (4.) 

Bend trunk backward — 1! (13.) 
Straighten trunk — 2! (4.) 
Arms — Down! 

Elbows should remain well sideward while bending trunk 
backward. 

70. Raise arms sideward — Raise! (5.) 
Raise arms upward — 1! (15.) 
Lower arms sideward — 2! (5.) 
Arms — Down! 

Arms are raised from sideward position upward and lowered 
sideward again often enough to tire pupils. 

LESSON X. 

71. Place hands on hips — Place! 

Straighten arms upward — 1! (15.) 
Place hands on hips — 2! (3.) 

Arms — Down! 

Arms are straightened in directsst line from hips upward. 

72. Raise arms to thrust — Raise! 

Thrust arms forward and stamp with left foot — 1! (16.) 
Arms to thrust— 2! (11.) 
Arms — Down! 

Practice left foot only. No stamping when arms are bent to 
thrust again. 

73. Raise arms fonvard — 1! (2.) 
Move arms sideward — 2! (5.) 
Move arms forward — 3! (3.) 
Arms down — 4! (1.) 

Arms are moved sideward and forward again level with the 
shoulders. 



68 



Physical Training in the Schoolroom. 



74. Place hands on hips — Place: 

Turn mink left — 1! (18.) 
Turn trunk forward — 2! (3.) 

Arms — Down! 

75. Place hands on hips — Place! 

Turn trunk right — 1! (18.) 
Turn trunk forward — 2! (3.) 

Arms — Down! 

Tn turning the trunk feet and knees remain quiet; head turns 
with trunk, the trunk turns as far as po:sible. The exercise left 
and right must receive an equal share of practice. Though the 
exercise right is specially given here, it should be self-evident that 
both sides are practiced whenever there is left and right side in 
an exercise. The left side is practiced always first. 

76. Raise arms to a circle over head — 1! (12.) 
Lower arms — 2! (1.) 

Arms through the sideward position upward and downward. 

77. Place hands behind head— Place! (8.) 

Straighten arms upward — 1! (15.) 
Place hands behind head — 2! (8.) 

Arms — Down! 

LESSON XI. 

78. Raise arms sideward — Raise! 

Move arms forward, clap hands and move arms sideward — 
1! (5.) 

Arms — Down! 

The moving forward, clapping and moving sideward again is 
performed in one count. Arms remain sideward during this exercise. 

79. Raise arms forward — upward — 1! (15.) 
Lower arms forward — downward — 2! (1.) 

Arms can be raised through the forward or sideward position 
upward. Make it distinct that arms are raised straight forward 
and then upward without stopping forward, in one motion. 

80. Raise heels and arms forward — upward — 1! (72.) 
Lower heels and arms forward — downward — 2! 

81. Place hands on hips — Place! 

Turn trunk left {right) and straighten arms forward — 1! (19.) 
Turn forward and place hands on hips — 2! (3.) 

Arms — Down! 

The right in parenthesis indicates that the exercise must ba 
practiced the same way right after having finished left. The 'crunk 
must be turned far enough so that hands are equal distance forward. 



Physical Training in the Schoolroom. 



71 



82. Place hands behind hsad — Place! (8.) 
Bend trunk halfway forward — 1! (20.) 
Straighten trunk — 2! (8.) 

Arms — Down! 

In this exercise special attention must be given to the back 
which should remain hollow at small of back. Elbows do not move 
forward, but remain sideward, hands do not touch head, which must 
not lower. 

LESSON XII. 

83. Raise arms forward — upward — Raise! (15.) 

Lower arms sideward — downward and clap hands behind — 1! 
Lower arms forward — downward — Lower! 

Arms are lowered sideward — downward, hands clapped and arms 
raised sideward — upward again in one count. 

84. Raise arms to thrust — Raise! 

Bend trunk forward and thrust arms downward — 1! (17.) 
Straighten trunk and arms to thrust — 2! (11.) 
Arms — Down! 

85. Raise arms sideward — upward — 1! (15.) 
Loiver arms sideward — downward — 2! 

Arms are raised through the sideward position upward and 
lowered the same way. 

86. Place hands on hips — Place! 

Raise left (right) leg forward — 1! (21.) 
Lower left (right) leg — 2! (1.) 
Arms — Down! 

In this exercise a new departure is taken. The weight of the 
body which has been on both feet so far, is shifted upon one foot. 
The child will try to balance and move the body out of its place, 
while it should remain as quiet as possible. Chest remains forward, 
and the trunk is not allowed to sway backward. The lag must move 
directly forward, the feet remain at right angle and toes of raised 
foot are not directed forward, but outward, as also downward. 
Try slowly and incrsase in quickness of motion. Foot is placed in 
orderly manner back again and without noise. No dropping down 
of the leg, but a placing. 

87. Grasp hands backward — Grasp! (9.) 
Bend trunk backward — 1! (13.) 
Straighten trunk — 2! (9.) 

Arms — Down! 



Arms are well straightened when grasped backward. 



72 



Physical Training in the Schoolroom. 



88. Place hands on shoulders — Place! 

Lower elbows downward — 1! 
Raise elbows upivard — 2! 

Arms — Down! 

LESSON XIII. 

89. Raise heels and arms sideward — 1! (42.) 
Lower heels and arms — 2! (1.) 

90. Place hands behind head — Place! (8.) 

Bend trunk halfway forward — 1! (20.) 
Straighten trunk — 2! (8.) 

Arms — Down! 

91. Raise arms forward — upward — 1! (15.) 
Lower arms forward — downward — 2! (1.) 
Raise arms sideward — upward — 3! (15.) 
Lower arms sideward — downward — 4! (1.) 

Announce each single motion. Do not let pupils memorize. 

92. Place hands on hips — Place! 

Raise left {right) leg forward — 1! (21.) 
Loiver left (right) leg— 21 (3.) 

Arms — Down! 

93. Place hands on hips — Place! 

Bend knees — 1! (22.) 
• Straighten knees — 2. (3.) 

Arms — Down! 

Very slow beginning. When feet are turned outward the knees 
should bend outward. Trunk should not move forward. In the 
bending ths heels are raised and the standing is on balls of feet. 
After sufficient practice quicker motion. The straightening should 
be as fast as the lowering. 

94. Raise arms forward— Raise! (2.) 

Raise arms uptoard — 1! (15.) 
Lower arms sideward — 2! (5.) 
Raise arms upivard — 3! (15.) 
Loiver arms forward — 4! (2.) 

Arms — Down! 



Physical Training in the Schoolroom. 73. 



LESSON XIV. 

95. Raise arms to thrust — Raise! 

Thrust arms sideward — 1! (23.) 
Arms to thrust — 2! (11.) 

Arms — Down! 

Lower arms are turned so that backs of hands are upward when 
arms sideward. Returning lower arms turn and backs of hands 
are downward. 

96. Clap hands and raise arms to thrust — Raise! 

Thrust arms forward — 1! (16.) 
Arms to thrust — 2! (11.) 
Thrust arms sideward — 3! (23.) 
Arms to thrust — 4! (11.) 

Clap hands and lower arms — Lower! 

97. Turn trunk, left {right) and raise arms forward — 1! (19.) 
Turn trunk forward and arms down — 2! (1.) 

Arms are forward in the direction into which the trunk is. 
turned. 

98. Raise heels and arms sideward — upward — 1! (72.) 
Loicer heels and arms sideward — downward — 2! (1.) 

99. Place hands on hips — Place! 

Raise left {right) leg forward — 1! (21.) 

Loiuer left (right) leg to step— position — V. (24.) 

Raise left {right) leg — 3! (21.) 

Loicer leg — 4! (1.) 

Arms — Down! 

The leg is lowered to the step — position, without moving the 
body, far enough that toes touch the floor; heel raised. Do not 
allow a bending of knee. Then, the leg is raised again and, lastly, 
placed back by the side of the other one. Announce each motion. 

100. Place hands on shoulders — Place! 

Bend knees— V. (22.) 
Straighten knees — 2! (4.) 

Arms — Down! 

See that knees are opened and heels raised from the floor. Body- 
erect. 

LESSON XV. 

101. Raise arms to thrust — Raise! 

Thrust arms forward — 1! (16.) 
Arms to thrust — 2! (11.) 
Thrust arms upivard — 3! (25.) 
Arms to thrust — 4! (11.) 

Arms — Down! 

Knuckles of fist backward when arms are upward. 



74 Physical Training in the Schoolroom. 

102. Bend knees and raise arms forward — 1! 
Straighten knees and loioer arms — 2! 

Arms are apt to be low when body is not erect; they must be 
level with shoulders. 

103. Grasp arms backward — Grasp! (7.) 

Raise left {right) leg forward — 1! (21.) 
Lower left {right) leg to step — position — 2! (24.) 
Raise left {right) leg — 3! (21.) 
Lower leg — 4! (7.) 

Arms — Down! 

104. Place hands on hipi — Place! 

Bend trunk left {right) — 1! (26.) 
Straighten trunk — 2! (3.) 

Arms — Down! 

In the bending of trunk directly sideward, the head must remain 
still and move with trunk. The feet remain firmly on floor. 

105. Raise arms to thrust — Raise! (11.) 
Thrust arms sideward — Thrust! (23.) 

Cross arms over head — 1! (27.) 
Lower arms sideward — 2! (23.) 

Arms to thrust — Bend! (11.) 
Arms — Down! 

When arms are crossed the hands remain clinched to fists; arms 
straight. 

LESSON XVI. 

106. Raise arms to thrust — Raise! 

Raise heels and thrust arms forward — 1! (28.) 
Lower heels and arms to thrust — 2! (11.) 

Arms — Down! 

107. Raise arms forward — 1! (2.) 
Turn trunk left {right)— 2\ (19.) 
Turn trunk forward — 3! (2.) 
Arms down — 4! (1.) 

The arms move with the turn of the trunk. 

108. Place hands on hips — Place! 

Bend knees and straighten arms sideward — 1! (29.) 
Straighten knees and place hands on hips — 2! (3.) 

Arms — Down! 



Physical Training in the Schoolroom. 



77 



109. Place hands on hips — Place! 

Step — position forward left (right) — 1! (24.) 
Position— 21 (3.) 

Arms — Down! 

The teacher takes for better illustration exercise 3 of last lesson 
once or twice, and then tells the pupils to place toes at once in the 
place as they are in exercise 3 last lesson at 2! Caution against 
moving the body. Position, as here used, is the returning movement 
to feet together. 

110. Raise arms sideward — upward — Raise! (15.) 

Bend trunk left (right) — 1! (30.) 
Straighten trunk — 2! (15.) 

Lower arms sideward — downward — Lower! 

Arms remain straightened upward close to the head. 

LESSON XVII. 

111. Raise arms to thrust — Raise! (11.) 
Thrust arms sideward — Thrust! (23.) 

Raise heels and cross arms over head — 1! (31.) 
Lower heels and arms sideward — 2! (23.) 

Bend arms to thrust — Bend! (11.) 
Arms down! (1.) 

Arms are kept straight when crossed over head; hands remain 
clinched to fists. 

112. Bend trunk left (right) and raise arms sideward — 1! (32.) 
Straighten trunk and lower arms — 2! (1.) 

Arms must be level with shoulders. 

113. Step — position forward left (right) and place hands on hips — 

1! (24.) 
Position — 2! (1.) 

Arms are lowered in position. 

114. Grasp arms backward — Grasp! 

Raise left (right) leg sicleivard — 1! (33.) 
Lower left (right) leg — 2! (1.) 

Arms — Down! 

No motion of body in opposite direction; body still. Foot and 
toes point downward. 

115. Clap hands in 2-4 time— 1! 2! 3! 

116. Clap hands in 2-4 time and stamp left foot in 2-4 time — 1! 2! 3! 

H. B.-5. 



78 Physical Training in the Schoolroom. 

117. Raise arms to a circle over head — Raise! (12.) 

Cross arms — 1! (27.) 
To a circle— 2! (12.) 

Arms — Down! 

Arms crossed, close hand3 to fists, open hands when arms to 
a circle. 

LESSON XVIII. 

118. Raise arms sideward — upward, crossed over head — 1! (27.) 
Lower arms crossed, forward — 2! 

Raise arms crossed, upward — 3! (27.) 
Arms doicn — 4! (1.) 

Arms are moved forward in the crossed holding. 

119. Clap hands in 2-4 time — 1! 2! 3! 

120. Step — position forward left (right) and raise arms forward — 

1! (34.) 
Position — 2! (1.) 

121. Place hands on hips — Place! 
Raise heels — 1! (10.) 
Lower heels— -2! (3.) 

Bend knees — 3! (22.) 
Straighten knees — 4! (3.) 

Arms — Down! 

Announce each motion, no matter how well pupils remember the 
succession. 

122. Raise left (right) leg and arms forward — 1! (35.) 
Loicer left (right) leg and arms — 2! (1.) 

Body must keep quiet; arms must be raised level with shoulders. 

123. Grasp arms backward — Grasp! (7.) 

Bend trunk forward — 1! (6.) 
Straighten trunk — 2! (7.) 
Bend trunk oackicard — 3! (13.) 
Straighten trunk — 4! (7.) 

Arms — Down! 

Announce each motion. Pupils must come to erect position 
before bending into either direction. 

124. Clap hands — 1! 

Clap hands 2-4 time — 1! 2! 3! 
Clap hands and stamp left foot — 1! 
Clap hands and foot 2-4 time — 1! 2! 3! 



Physical Training in the Schoolroom. 



81 



125. Place hands behind head — Place! (8.) 
Bend trunk backivard — 1! (13.) 
Straighten trunk — 2! (8.) 

Arms — Down! 

LESSON XIX. 

126. Siving arms forward — 1! 

Arms are quickly swung forward and lowered in one count. 

127. Raise arms sideward — 1! (5.) 
Move arms left (right) — 2! (36.) 
Move arms sideward — 3! (5.) 
Arms down — 4! (1.) 

Arms left; the right, arm is bent at elbow and moved in hori- 
zontal position in the direction of the left arm; left arm remains 
still; right vice versa. 

128. Raise arms to thrust — Raise! (11.) 

Turn trunk left (right) and thrust arms forward — 1! (37.) 
Turn trunk forward and arms to thrust — 2! (11.) 
Arms — Down! 

129. Bend knees and raise arms sideward — upward — 1! (58.) 
Straighten knees and arms sideward — doionward — 2! (1.) 

130. Place hands on hips — Place! 
Raise left (right) knee — 1! (38.) 
Loiver left (right) knee — 2! (3.) 
Arms — Down! 

Tne knee is raised; the upper leg horizontal; the lower leg and 
foot vertical at right angle with upper leg. 

131. Place hands behind head— Place! (8.) 
Turn trunk left (right)— 1! (18.) 
Turn trunk forward — 2! (8.) 

Arms — Down! 

LESSON XX. 

132. Raise arms to a circle over head — 1! (12.) 
Place right (left) arm on small of back — 2! (39.) 
Raise right (left) arm to a circle — 3! (12.) 
Arms down — 4! (1.) 

When right (left) arm is placed on small of back the other arm 
remains in half circle in position. 

133. Step — position forward left (right) and arms to a circle over 

head—V. (56.) 
Position — 2! (1.) 

The arms move sideward — upward when they go to a circle over 
head. 



82 Physical Training in the Schoolroom. 



134. Raise heels and arms forward — 1! (14.) 
Lower heels and arms — 2! (1.) 

Bend knees and arms sideward — 3! (29.) 
Straighten knees and arms down — 4! (1.) 

135. Bend trunk left (right) and raise arms sideward — 1! (32.) 
Straighten trunk and arms doivn — 2! (1.) 

136. Raise left (right) leg sideward and armj sideward — 1! (40.) 
Lower left (right) leg and arms — 2! (1.) 

137. Raise arms sideward — upward — Raise! (15.) 
Place hands behind head — 1! (8.) 
Straighten arms upward — 2! (15.) 

Arms — Down! 

When through exercising the arms are lowered sideward — 
downward. 



PART III. 



PART III. 



Programme of Lessons for the Second and Third 

Grades. 

In schools that have had no systematic practice of exercises it 
is necessary to teach in the second and third grades the programme 
of the first grade the first half year. The second half year should 
be devoted to half of the outlined programme for these grades. The 
next school year each grade begins its own work. 

The teacher will easily perceive the progression of the pro- 
gramme for these grades, in both mental and physical requirements. 
The difference in teaching the material for the two grades is, how- 
ever, quite pronounced. All exercises for the second grade should 
be taught by count with the exception of easy and well learned 
exercises, not in time or rhythm. 

It is well for the teacher to make the difference quite clear. In 
exercising by count each movement is performed at the will of the 
commander; the pauses between each motion are not alike. In ex- 
ercising in time (rhythm), the pauses are alike; the teacher begins 
to count and the pupils exercise continually, until they are com- 
manded to halt. This mode of practice is permissible in the third 
grade, but after the exercise is well learned only. Read "Instruc- 
tion in Method" for general advice. All directions for method found 
in this programme, as with exercises 1 and 2, lesson I, etc., are for 
both grades, leaving out the practice in time for the second grade. 
Exercises which are not specially explained are to be found in the 
first grade's lessons. The last exercise of each les:on should always 
find preference before any other, should you find that you cannot 
take all. This exercise, which should stimulate endurance, is also 
for deep breathing, and takes the place of so-called '"breathing ex- 
ercises" of which the author does not approve. The last exercise, 
well practiced, will convince the teacher that the pupils have made 
good use of their lungs. The holding position of arms must be 
maintained until you are through with the exercise. All remarks 
with exercises are indicative of mistakes which will likely occur. As, 
for instance, when it is said "body should not move." For each ex- 
ercise the characteristic mistakes are thus marked. 

LESSON I. 

138. Raise arms forward — 1! (2.) 
Raise arms upward — 2! (15.) 
Lower arms forward — 3! (2.) 
Arms down — 4! (1.) 



88 



Physical Training in the Schoolroom. 



The teacher announces each single motion and has it executed, 
and while pupils are in position makes all necessary corrections. 
The number of repetitions of this kind of practice depends on the 
newness and difficulty of the exercise, but an exercise should at all 
times, no matter how well the pupils know it, begin this way. The 
last few times of this kind of practice the teacher substitutes 
for the commands of explanation the numerals of the command of 
execution only. Instead of: Raise arms forward — 1!, commands 
simply 1!; for raise arms upward — 2!, commands only 21, etc. But 
there must be no tendency to rhythmical succession; the pupil must 
not know when to execute. As each lesson is practiced each day for 
two weeks, the first days this mode of exercising suffices. Certainly, 
there are simple exercises which permit an exercising in time even 
the first day, this one for instance. After the pupils execute the 
movements by numerals well and correctly, the rhythmical practice — 
the teaching of automatic action — may be begun. But, the teacher 
should not forget that while this mode of exercising means to learn 
by habit that which is correct, mistakes are learned the same way. 
The practice in time (rhythm), is announced: "In time — Begin!" 
After the word begin! the numeral 1! must follow quickly. Never 
omit the announcement: "In time!" (See instruction in method.) 
In all the following lessons this command is omitted. 

139. Raise arms sideward — 1! (5.) 
Raise arms upward — 2! (15.) 
Lower arms sideioard — 3! (5.) 
Arm s — Do w n — 4 ! ( 1 . ) 

140. Step — position forward left (right) and raise arms forward — 

1! (34.) 
Position — 2! (1.) 

The left side is practiced by itself in the same manner as the 
foregoing exercise. Should you practice in time, that also is done 
left before beginning the same procedure with the right leg. The 
teacher must not presume the pupils to know anything of the ex- 
ercise when beginning right. After the right leg has been practiced, 
practice both sides alternately (see instruction in method). Here 
is given the succession of commands to be applied for all exercises 
of left and right. The number of repetitions is certainly not given. 
That depends upon whether the pupils are tired, and they should be 
tired by each exercise. It must be understood that a change from 
one exercise to the other is sufficient rest. 

Step — position forward left and raise arms forward — 1! (cor- 
rections.) 
Position — 2! (corrections.) 
1! (corrections.) 
21 (corrections.) 



Physical Training in the Schoolroom. 



89 



In time — Begin ! 1 ! 2 ! 
1! flaZ*/ (£fte 7iaZ£ for 2 !) 

— position forward right and raise arms forward — 11 
(corrections.) 
Position — 2! (corrections.) 
1! (corrections.) 
2! (corrections.) 

In time — Begin! 1! 2! (corrections.) 

11 Halt! (the halt for 2!) 

Left and right, alternately (announcement). 

Step — position forward left and raise urms forward, 1! 

(corrections.) 
Position — 2! (corrections.) 

Step — position forward right and raise arms forward — 3! (cor- 
rections.) 
Position — 4! 
1! (corrections.) 
2 1 (corrections.) 
3! (corrections.) 
4! (corrections.) 

Left and right, alternately, in time — Begin 1! 2! 3! 4! 
1! 2! 3! Halt! (the halt for 4!) 
The pupils should understand that they continue to practice 
in time by your counting until you command halt! 

141. Raise arms to thrust — Raise! (11.) 

Bend trunk forward and thrust arms downward — 1! (17.) 
Straighten trunk, and arms to thrust — 2! (11.) 
Arms — Down! 

142. Raise heels and arms sideward — 1! (42.) 
Lower heels and hands oehind head — 2! (8.) 
Raise heels and "straighten arms sideward — 3! (42.) 
Lower heels and arms down — 4! (1.) 

143. Raise arms to a circle over head — Raise! (12.) 
Lower arms sideioard — 1! (5.) 

Raise arms to a circle over head — 2! (12.) 
Arms — Down! (1.) 



LESSON II. 

144. Raise heels and arms forward — 1! (14.) 
Lower heefs and arms — 2! (1.) 

Raise heels and arms sideward — 3! (42.) 
Lower heels and arms — 4! (1.) 

145. Place hands on shoulders — Place! (4.) 

Bend knees and strike arms sideward — 1! (29.) 
Straighten knees and hands on shoulders — 2! (4.) 
Arms — Down! 



90 



Physical Training in the Schoolroom. 



In striking arms sideward from shoulders, the palms are up- 
ward. Striking is vigorously performed. 

146. Bend trunk backward and raise arms sideward — 1! (54.) 
Straighten trunk and arms down — 2! (1.) 

147. Place hands on hips — Place! 

Raise left (right) leg sideward — 1! (33.) 
Position — 2! (3.) 
Arms — Down! 

148. Raise left (right) arm to a half circle over head — 1! (39.) 
Arms down — 2! (1.) 

In raising the left arm to a half circle, the right is placed on 
small of back. Both arms are lowered at 2! 

149. Raise arms to thrust — Raise! 

Move arms slowly upward — 1! (15.) 
Arms to thrust — 2! (11.) 

Arms — Down! 

Arms are slowly moved until perfectly straight. Increase the 
slowness of motion. The return to thrust is quick. Do not allow 
the mouth to open. 

LESSON III. 

150. Raise left (right) leg forward and arms fomoard — 1! (35.) 
Position— 2! (1.) 

Raise left (right) leg sideward and arms sideward — 3! (40.) 
Position — 4! (1.) 
In these grades this exercise which would have eight counts 
when practiced left and right leg alternately, must not be combined, 
but each side practiced by itself. It is not that children of these 
grades could not learn it, but we should not tax their memory by it. 

151. Raise arms sideward — 1! (5.) 
Bend trunk left (right)— 2 \ (32.) 
Straighten trunk — 3! (5.) 

Arms down — 4! (1.) 
The arms are not moved in the bending. Pupils are apt to 
lower one arm. (32.) 

152. Place hands on hips — Place! 

Raise left (right) knee and straighten arms forward — 1! (41.) 
Loiver left (right) knee and hands on hips — 2! (3.) 
Arms — Down! 

153. Raise arms forward and stamp with left foot — 1! (2.) 
Lower arms and stamp with right foot — 2! (1.) 

The stamping is done lightly. Feet must be kept in orderly 
position after each stamping. 



KNEE RAiSED- HANDS ON HIPS. 




Physical Training in the Schoolroom. 



93 



154. Raise left (right) arm to a half circle over heacl—V. (39.) 
Lower arms — 2! (1.) 

155. Raise heels and arms sideward — upivard slowly — 1! (72.) 
Lower heels and arms sideward — downward quickly — 2! (1.) 

Increase the time in going upward. The arms must be lowered 
sideward— downward, it is, as they were raised, and not forward- 
downward. Do not allow opening of mouth. 

"LESSON IV. 

156. Raise arms to thrust — Raise! 

Thrust arms oackward — 1! (43.) 
Arms to thrust — 2! (11.) 
Arms — Down! 
The body does not move in the thrusting. 

i.57. Cross arms over head — 1! (27.) 

Turn trunk left (right) — 2! (44.) 
Turn forward — 3! (27.) 
Arms sideivard — downivard — 4! (1.) 
Arms are raised sideward — upward. 

158. Place hands on hips — Place! 

Step — position sideivard left (right) — 1! (45.) 
Position— 2! (3.) 
Arms — Down! 

159. Grasp hands backward — Grasp! (9.) 

Raise left leg forward — 1! (21.) 
One step forioard — 2! (1.) 
One step oackward left— 3 I (1.) 
Arms — Down! 

The leg is raised as learned. When stepping forward the right 
foot is quickly placed to the left. 

At this time the practice is only with the left leg and not with 
the right. The stepping backward is also with the left leg, the right 
quickly closing with the left. 

160. Left— Face! (la.) 
Right — Face! (1.) 

Left or right facing is a quarter turn of the whole body; feet re- 
main together; the turn is on the heel of the left foot when the 
turn is left, on the right when the turn is right. The right foot 
is lightly raised and placed to the left when the turn is left, and 
vice versa. The teacher lets the pupils show with their left hand 
the left side of the room and then tells the pupils that they at his 
command turn left. Right face is the returning movement to the 
EL B.-6. 



94 Physical Training in the Schoolroom. 



front, not to the other side of the room. Let them point with the 
right hand the side which is now right, namely the front. When 
the pupils show you the right side as they see it, which is backward, 
explain that it is backward and not to their side. 

161. Bend knees slowly and cross arms sideward — upward slowly 

over head — 1! (46.) 
Straighten knees and lower arms sideward — downward 
quickly — 2! (1.) 

Allow the pupils to bend and cross arms as slowly as they please, 
but body should remain erect. 

LESSON V. 

162. Raise arms to thrust — Raise! 
Thrust arms forward — Thrust! (16.) 

Swing arms backward — 1! (43.) 
Swing arms fomvarcl — 2! (16.) 
Arms to thrust — Bend! 
Arms — Down ! 

The swinging is done quickly without moving the body. 

163. Place hands behind head— Place! (8.) 
Bend trunk halfway forward — 1! (20.) 
Straighten trunk — 2! (8.) 

Arms — Down! 

The trunk is bent only halfway forward, so as to allow the 
arms to be kept well sideward and the back to remain hollow. 

164. Step — position forward left {right) and raise arms forward — 

1! (34.) 
Position — 2! (1.) 

165. Step — position sideward left (right) and raise arms side- 

ward — 1! (47.) 
Position— 21 (1.) 

Leg must be straight. Body does not move. Foot does not turn 
sideward, but retains the same outward turn. 

166. Left— face! (la.) 
Right— face! (1.) 

167. Right — face! (la.) 
Left— face! (1.) 

Teach the same as in the foregoing lesson, exercise 5. 

168. Bend knees slowly and cross arms sideward — upward slowly 

over head — 1! (46.) 
Straighten knees and lower arms sideward — downward 
quickly — 2! (1.) 



Physical Training in the Schoolroom. 



95 



LESSON VI. 

169. Raise arms forward — 1! (2.) 
One step forward left— 21 (2.) 
One step backward left — 3! (2.) 
Arms down — 4! (1.) 

Practice the left leg only, going forward and backward. The 
right foot must be quickly placed to the left. 

170. Raise left (right) knee and place hands on hips — Place! (38.) 

Straighten left (right) knee — 1! (21.) 
Bend left (right) knee — 2! (38.) 

Lower knee and arms — Lower! 

The knee is straightened to the leg forward position. 

171. Grasp arms backward — Grasp! 

Step — position backward left (right) — 1! (48.) 
Position — 2! (7.) 

Arms — Down! 

The body does not move from position. Leg must be straight. 
Foot must have relatively the same position; foot does not rest on 
its side, but on toes. 

172. Raise arms sideward — 1! (5.) 
Bend trunk forward — 2! (49.) 
Straighten trunk — 3! (5.) 
Arms down — 4' (1.) 

Arms must be kept quiet in the bending; pupils are apt to raise 
them backward and upward. 

173. Left— face! (la.) 
Left face! (1.) 
Left— face! (la.) 
Left face! (1.) 

Left face four times. Pupils have executed a whole turn. Ask 
each time after each turn where the left side is now and let pupil 
show it with lsft arm. They must learn that left changes as we turn 
and face (front) differently. With a pupil left becomes a fixed 
direction, as north, south, east, west; but it is not. 

174. Raise arms sideward — upward — Raise! (15.; 

Bend trunk left (right) — 1! (30.) 
Straighten trunk — 2! (15.) 

Lower arms sideward — downward — Lower! 

Both arms remain close to the head while bending trunk. 

LESSON VII. 

175. Raise arms sideward — 1! (5.) 

Move right (left) arm left (right) — 2! (36.) 
Move right (left) arm right (left) — 3! (5.) 
Arms down — 4! (1.) 

See lesson XIX, exercise 2, first grade. 



96 



Physical Training in the Schoolroom. 



176. Raise ar?)is left (right)— 1! (36.) 
Arms down — 2- (1.) 

Arms are raised at once to th3 position as in second movement 
of foregoing exercise. 

177. Raise heels and arms sideivard — upward — 1! (72.) 
Lower heels and arms — 2! (1.) 

Bend trunk fonvard and raise arms sideward — 3! (49.) 
Straighten trunk and lower arms — 4! (1.) 

178. Place hands on hips — Place! 

Raise left (right) leg forward — 1! (21.) 
Move left (right) leg backward — 2! (73.) 
Move left (right) leg forward — 3! (21.) 
Lower left (right) leg — 4! (3.) 

Arms — Down ! 

The body remains still during this exercise, no leaning forward 
or backward. 

179. Right — face! 
Right — face! 
Right — face! 
Right — face! 

Teach as exercise 5 of the foregoing lesson. 

180. Place hands on shoulders — Place! 
Strike arms sideivard — 1! 

Place hayids on shoulders — 2! 
Arms — Down ! 

Arms are vigorously struck sideward; palms upward when 
sideward. 

LESSON VIII. 

181. One step forward left and raise arms forward — 1! 
One step backward left and lower arms — 2! 

Practice the left leg only. 

182. Raise arms to thrust — Raise! 

a. Bend knees and thrust arms sideward — 1! 
Straighten knees and arms to thrust — 2 ! 

b. Turn trunk left (right) and thrust arms forward — 1! (37.) 
Turn forward and arms to thrust — 2! (11.) 

Alternate a and b left — 1! 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 
Arms — Down! 

Exercises of this kind are to be practiced in this manner: Teach 
a independently of b, as an exercise by itself, first by count then 
in time, b likewise. Then link b to a as one exercise, teaching by 
count slowly the succession of movements, afterwards in time. An- 
nounce it thus: Alternate the two exercises, naming each motion 



Physical Training in the Schoolroom. 



99 



in its order. Having practiced left, right is also taught in like 
manner; that is, a and b by themselves, then alternately. But do 
not alternate left and right side, which would make an exercise of 
eight counts. 

183. Place hands on hips — Place! 

Cross-step — position forioard left (right) — 1! (50.) 
Position — 2! (1.) 

Arms — Down! 

The left foot crosses the right foot and is placed on its toes; the 
foot stands vertical, heels upward, toes downward. The knee of lsft 
leg is slightly bent. 

184. Left face and raise arms forward — 1 ! 
Right face and lower arms — 2! 

The facing left and raising of arms, the facing right and lowering 
of arms simultaneously. 

185. Raise arms to a circle over head — Raise! (12.) 

Bend trunk left — 1! (51.) 
Bend trunk, right — 2! (51.) 

Straighten trunk — Straighten ! 

Arms — Down! 

The bending from left to right, and from right to left is one 
motion. You finally stop when the trunk is right. Pupils straighten 
trunks from this position and then lower arms. 

LESSON IX. 

186. One step forward left and raise arms forward — 1! 
One step forward left and arm)3 down — 2! 

One step backward left and raise arms forward — 3! 
One step backward left and arms down — 4 ! 

Pupils take in succession two steps forward, each time closing 
heeli; the same backward. Practice left only. 

187. Raise arms sideward — 1! (5.) 

Bend trunk left (right) and place hands on shoulders — 2! (52.) 
Straighten trunk and arms sideivard — 3! (5.) 
Arms down — 4! (1.) 

188. Cross-step — position forward left (right) and arms to a 

circle over head — 1 ! (53.) 
Position — 2! (1.) 

189. a. Raise left (right) knee and arms forward — 1! (41.) 
Lower knee and arms — 2! (1.) 

b. Bend trunk backward and raise arms sideivard — 1! (54.) 
Straighten trunk and lower arms — 2- (1.) 

Alternate a and b left — 1! 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 

See lesson VIII, exercise 2. 



L. of C. 



100 Physical Training in the Schoolroom. 



190. Right face and arms to a circle over head — 1! 
Left face and arms down — 2! 

191. Place hands behind head — Place! 

Bend trunk halfway forward — 1! (20.) 
Straighten trunk — 2- (8.) 

Arms — Down! 

Arms must not move, elbows sideward. . 

LESSON X. 

192. One step forward left — 1! 
One step forward right — 2 ! 
One step backivard left — 3! 
One step backward right — 4! 

With each step feet close again. In stepping forward ths toes 
should be turned as in fundamental position. 

193. Step — position sideward left (right) and raise arms left 

(right)— 11 (55.) 
Position — 2! (1.) 

194. Turn trunk left (right) and raise arms forward — 1! (19.) 
Turn trunk forward and move arms sideward — 2! (5.) 
Turn trunk left (right) and move arms forward — 3! (19.) 
Position — 4! (1.) 

Arms are moved in the horizontal plane and are not moved 
below shoulders. 

195. a. Step — position forward left (right) and raise arms to a 

circle over head — 1! (56.) 
Position — 2! (1.) 

b. Raise left (right) leg fonoard and arms forward — 1 ! (35.) 
Position — 2! (1.) 

Alternate a and b left— 11 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 

In raising left lsg forward and arms forward the trunk does 
not move backward, but should remain quiet. 

196. Raise arms sideward — upward — Raise! (15.) 

Raise heels and place hands behind head — 1! (57.) 
Lower heels and straighten arms upward — 2! (15.) 

Lower arms sideward — downward — Lower! (1.) 
LESSON XI. 

197. Left— Face i 

One step sideward left — 1! 
One step sideward right — 2! 

Right— Face! 

One step left and the closing of the right foot to the left is per- 
formed in one count. Right, vice versa. 



Physical Training in the Schoolroom. 



103 



193. Raise arms to thrust — Raise ! 

Thrust arms forward — 1! (16.) 
Move arms sideward — 2! (23.) 
Move arms forivard — 3! (16.) 
Arms to thrust — 4! (11.) 
Arms — Down! 
Arms must be moved level with shoulders. 

199. Raise arms to thrust — Raise! 

Step — position forward left (right) and thrust arms for- 
ward — 1 ! 
Move arms sideward — 2 ! 
Move arms forward — 3! 
Position and arms to thrust — 4! 
Arms — Down! 

200. a. Raise heels and arms forward — 1! • (14.) 
Lower heels and arms — 2! (1.) 

b. Bend knees and raise arms sideward — upward — 1! (58.) 
Straighten knees and arms sideivard — downward — 2'- (1.) 
Alternate a and b — 1! 2! 3! 4! 
Arms are lowered the same way as raised. 

201. Raise arms forward — Raise ! 
Turn trunk-left (right) — 1! (19.) 
Turn trunk forward — 2! (2.) 
Arms — Down ! 

LESSON XII. 

202. Right— Face! 

One step sideward right — 1! 
One step sideward left — 2! 
Left — Face ! 

203. Bend arms before shoulders — 1! (59.) 
Lower arms — 2! (1.) 

Elbows straight sideward; fingers do not touch each other. 

204. Bend arms before shoulders — Bend! (59.) 

Step — position sideward left (right) and strike arms side- 

ward — 1! (47.) 
Position and bend arms before shoulders — 2! (59.) 
Arms — Down! 

205. Bend arms before shoulders — Bend! (59.) 

Turn trunk left (right) and strike arms sideward — 1! 
Turn forivard and bend arms before shoulders — 2! (59.) 
Arms — Down! 



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Physical Training in the Schoolroom. 



206. a. Place hands behind head — 1! (8.) 
Arms down — 2 ! (1. ) 

b. Raise left (right) leg and arms forward — 1! (35.) 
Position— 2! (1.) 

Alternate a and b left — ] ! 2! 3! 4! 
Alternate a and b right — 1? 2! 3! 4! 

207. Cross arms over head — Cross! (27.) 
Bend trunk, halfway forward — 1! (60.) 
Straighten trunk — 2! (27.) 

Arms — Down! 

LESSON XIII. 

208. Step — position sideward left (right) and raise arms left 

(right)— 1! (55.) 
Position — 2! (1.) 

209. Gross-step — position forward left (right) and raise arms to 

a circle over head — 1! (53.) 
Place right (left) arm on small of back — 2! (61.) 
Raise right (left) arm to a circle over head — 3! (53.) 
Position — 4! (1.) 

210. a. Step — position sideward left (right) and raise arms left 

(right)— 1! (55.) 
Position — 2! (1.) 

b. Cross-step — position forward left (right) and raise arms 

to a circle over head — 1! (53.) 
Position — 2! (1.) 

Alternate a and b left — 1! 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 

211. Place hands on hips — Place! 

Cross-step — position forward left (right) — 1! (50.) 
Turn trunk right (left) — 2! (74.) 
Turn trunk forward — 3! (50.) 
Position — 4! (3.) 
Arms — Down! 

In turning the trunk the crossed foot remains still in place. 
The turning is right, when the left foot crossss, and vice versa. 

212. Raise left (right) knee and place hands on hips — Place! (38.) 
Straighten arms sideward — 1! (63.) 

Place hands on hips — 2! (38.) 

Lower left (right) knee and arms — Lower! 

During the straightening of arms the knee is raised. The 
teacher must judge for how long the pupils can hold it there. 



Physical Training in the Schoolroom. 



107 



LESSON XIV. 

213. Grasp hands backward — Grasp ! 
Raise and lower left leg — 1 ! 
Arms — Down! 

The leg is quickly raised and lowered in one count. In this 
and the following exercise the foot must be placed softly to the floor. 

214. Grasp hands backward — Grasp! 
Raise and lower left leg — 1! 
Raise and lower right leg — 2! 
Arms — Down! 

The left foot coming down may also be emphasized by clapping 
hands, or stamping left foot gently. Do not permit a bending of 
trunk forward. 

215. Place hands on shoulders — Place ! 

Raise left leg forward and strike arms sideward — 1! 
Position — 2! 
Arms — Down! 
When arms are struck sideward, palms are upward. 

216. Place hands on hips — Place! 

Step — position forivard left (right) — 1! (24.) 
Stride forivard left (right)— 2! (61.) 
Step — position — 3! (24.) 
Position — 4! (3.) 
Arms — Down ! 

From the step — position, toes on floor, the pupil moves the foot 
about one foot farther and places it flatly on the floor. The body 
rests now on both feet. The moving forward must be by keeping 
the trunk erect, not by holding back the shoulders. As you notice 
the position of the body in the illustration it should also move for- 
ward when the pupils return to step — position, the foot pushes off 
from the floor, is lifted up and placed. It is by teaching this strid- 
ing correctly that the pupils are much aided in a correct carriage and 
walk. You must tell the pupils not to move the abdomen first, but 
the chest; to let the body fall forward, and stop its fall by placing 
the foot on the floor. Practice this exercise thoroughly. 

217. Turn trunk left (right) and raise arms forward — Turn! (19.) 
Move arms sideward — 1! 

Move arms forward — 2 ! 

Turn forward and arms down — Turn! 

The turn is maintained while the arms move, and as often as the 
pupils do it with good will correctly. 



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Physical Training in the Schoolroom. 



LESSON XV. 

218. Mark time — Mark! 
Halt! 

Mark time is marching in place, not going forward. Mark time 
is the same exercise as taught in the foregoing lesson, exercise 2, 
but the feet begin to move in time at your command Mark ! As 
soon as this word is spoken, you keep time for the pupils by speaking 
quickly after Mark! Left! Right! Left! Right! etc. Letting the 
pupils clap hands at each time that the left foot touches the floor 
is a good way to teach, also to begin slowly and to increase in 
rapidity of motion often helps. The difficulty will be in the simul- 
taneous start; some always lag behind. When you command Halt! 
all stop at once. The teacher must have patience and employ this 
exercise where and whenever an opportunity offers before start- 
ing a class to march out of room or school, or into school and 
room. The following exercise will help to teach this one. 

219. March forward — March! 
Mark time — Mark! 
Halt! 

Left — Face l 
Left — Face ! 

Pupils march forward, all (this must be strongly emphasized), 
all march forward, beginning all together with the left foot. When 
the first pupil comes straight forward near the wall he marks time, 
the next pupil comes close to him, leaving only space enough not 
to touch the one before him; and so the next, until all are in front 
of the room and have sufficient space between them to execute left 
face. Thii is done twice and the pupils face the direction from 
whence they came. You command again, march forward — March! 
and repeat, letting the pupils turn right face for a change. These 
two exercises will occupy the teacher and pupils for two weeks, but 
should not be dropped after that. All marching should begin with 
marking time, and end in marking time until Halt! is commanded. 
When marching out of the rooms or school, or into the school, all 
pupils should begin to take the first step forward when you com- 
mand March! As it is, if you should not pay attention to it, each 
succeeding pupil in line will wait until the one in front has begun 
to move. Get a drum to beat the time. There is always a boy who 
can beat a drum. If he should be a "bad" boy, 1st him beat it. Let 
the pupils contribute for its purchase. It will help you wonder- 
fully in keeping discipline. 

LESSON XVI. 

220. Place hands on hips — Place! 
Raise left {right) knee — 1! (38.) 
Lower left {right) knee — 2! (3.) 

Arms — Down ! 



Physical Training in the Schoolroom. 



109 



221. Place hands on hips — Place! 
Raise left (right) knee—V. (38.) 

Step — position forward left (right) — 2! (24.) 
Raise left (right) knee—V. (38.) 
Loiver knee — 4! (3.) 
Arms — Down ! 

222. Raise left (right) knee and arms sideward — 1! (63.) 
Loiver left (right) knee and arms — 2! (1.) 

223. Grasp arms backward — Grasp 
Bend trunk backivard — 1 (13.) 
Straighten trunk — 2! (7.) 

Arms — Down ! 

224. Place hands on hips — Place! 
Raise left (right) knee— 11 (38.) 
Loiver left (right) knee — 2! (3.) 
Bend trunk backward — 3! (13.) 
Straighten trunk — 4! (3.) 
Arms — Down ! 

225. a. Raise left (right) knee and arms sideward — 1! (63.) 
Position — 2! (1.) 

b. step — position forward left (right) and raise arms for- 
ward— 1! (34.) 
Position — 2! (1.) 

Alternate a and b left—V. 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 

226. Stride forward left (right) and place hands on hips — 1! (61.) 
Bend trunk backward — 1! (64.) 

Straighten trunk — 2! (61.) 

Position — 1! (1.) 
The striding position is maintained during the bending of trunk 
backward. Let the pupils always well straighten after the back- 
ward bending. 

LESSON XVII. 

227. Mark time — Mark! 
Halt '. 

228. Mark time — Mark! 
Left— Face! 
Right — Face! 
Halt! 

The teacher must give the command Face! when the left foot 
touches the floor; and for the right turn when the right foot touches 
the floor. The pupils turn with the next step when the left foot 
touches the floor again, left, when the right foot touches the floor 
again, right. They continue to mark time after the turn. 
H. B. — 7. 



110 



Physical Training in the Schoolroom. 



229. Raise left {right) leg sideward (33) and arms left {right) 

(36)— 1! 

Position— -2! (1.) 

230. Stride forward left {right) and raise arms sideward — 1! (65.) 
Position — 2! (1.) 

231. Place hand on hips — Place ! 

Raise left {right) leg sideward — 1! (33.) 
Stride sideward left {right) — 2! (66.) 
Raise left {right) leg sideward — 3! (33.) 
Lower left {right) leg — 4! (3.) 

Arms — Down ! 

When striding sideward, the weight of the body is divided on 
both feet. Should the aisles be too narrow let the pupils face the 
sides of the room. The tendency is to turn the toes of the striding 
foot too far; also to place the foot not directly sideward. 

232. Stride sideward left (right) and place hands on hips — 1! (66.) 

Bend trunk forivard — 1! 
Straighten trunk — 2! 

Position — 1 ! 

The striding position is maintained during the bending. Do 
not let the pupils bend knees. 



LESSON XVIII. 

233. Place hands on hips — Place! 

One step forivard left {right) — 1! 
Stride forivard left {right)— 2! (61.) 
Position— 3! (3.) 

One step backward left {right) — 4! (1.) 
Arms — Down ■ 
Heels close with the step forward or backward. 

231. One step forivard left {right) and raise arms forward— -1! (2.) 
Stride forward left {right) and move arms sideward — 2! (65.) 
Position and move arms forward — 3! (2.) 
One step backward and arms down — 4! (1.) 

235. Bend arms before shoulders — Bsnd ! (59.) 

Stride sideward left {right) (66) and strike arms sideward 
(5)— 1! 

Position and bend arms before shoulders — 2! (59.) 
Arms — Down ! 

236. Place hands on hips — Place! 
Stride forivard left {right) — 1! (61.) 

Turn trunk right {left) and. straighten arms forward — 2'- (67.) 
Turn forward and hands on hips — 3! (61.) 
Position — 4! (3.) 

Arms — Down ! 




STRIDE SI DEW 



Physical Training in the Schoolroom. 



113 



Notice that the turn is right when the striding is left, and vice 
versa. 

237. Bend arms before shoulders — Bend! (59.) 

Bend knees and strike arms sideward — 1! (29.) 
Straighten knees and arms before shoulders — 2- (59.) 

Arms — Down ! 

LESSON XIX. 

238. Cross-step — position forward left (right) and left arm to 

a half circle over head — 1! (61.) 
Position — 2! (1.) 

The other arm is placed on the back. 

239. Step — position forward left (right) and raise arms forward — 

1! (34.) 

Position— 21 (1.) 

Cross-step — position forward left (right) and left arm to 

a half circle over head — 3! (61.) 
Position — 4! (1.) 

240. Cross-step — position forward left (right) (50) and raise arms 

sideward (5) — 1! 
Turn trunk right (left) (74) and arms to a circle over head 
(12)— 2! 

Turn forward (50) and lower arms sideward (5) — 3! 
Position — 4! (1.) 
Do not move the foot in the turn. Notice the turn is first right, 
with right foot crossed it is left. 

241. a. Place hands on hips — Place! 

Raise left leg forward and straighten arms forward — 1! (35.) 
Position — 2! (3.) 

b. Cross-step — position forward left (right) and left arm 

to a half circle over head — 1! (61.) 
Position — 2! (1.) 

Alternate a and b left—V. 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 

Arms — Down ! 

242. Cross left lower leg and arms right (left) — 1! (68.) 
Position— 2! (1.) 

Notice arms are raised right with left leg, and vice versa. Lower 
leg is crossed over knee. 

243. Hands on hips — Place! 

Cross left (right) lower leg — Cross! (69.) 

Swing left (right) leg forward — 1! (21.) 
Cross left (right) lower leg—2\ (69.) 

Arms and leg down — Lower! 

The swinging movement is quick and easy. 



114 



Physical Training in the Schoolroom. 



LESSON XX. 

244. Raise arms to thrust — Raise! 

Bend trunk forward (6) and thrust arms sideioard (23) — 1 

Straighten trunk and arms to thrust — 2! (11.) 

b. Bend trunk backward and thrust arms forioard — 1! (70.) 

Straighten trunk and arms to thrust — 2! (11.) 

Alternate a and b — 1! 2! 3! 4! 

Arms — Down ! 

245. Raise arms to thrust — Raise! 

Bend trunk forward and, thrust arms downward — 1! (17.) 

Straighten trunk and arms to thrust — 2! (11.) 

Stride forward left (61) and thrust arms sideward (23) — 3! 

Position — 4! (11.) 

Arms — Down! 

246. a. Raise arms to thrust — Raise! 

Bend trunk, backward and thrust arms forward — 1! (70.) 
Position — 2! (1.) 

b. Stride sideward left (right) and cross arms over head — 1! 

(71.) 
Position — 2! (1.) 

Alternate a and b left — 1! 2! 3! 4! 
Alternate a and b right — 1! 2! 3! 4! 
Arms — Down! 

247. Stride backward left and place hands on hips — 1! (75.) 
Position and arms down — 2! (1.) 

248. Stride backward left and place hands on hips — 1! (75.) 
Bend trunk forward (6) — 1! 

Straighten trunk — 2! (75.) 
Position — 1! (1.) 



PART IV. 



PART IV. 



Programme of Lessons for the Fourth and Fifth 

Grades. 

In these grades it is necessary that the pupils become familiar- 
ized with the exercises of the first, second and third grades, before 
beginning with their own programme. It is not necessary to use all 
the material of the first, but all of the second and third should be 
well taught. The following exercises of the first grade are indis- 
pensable: 2, 3, 7, 10, 12, 13, 15, 26, 30 33 37 41 42 45 46 49 50 52 54 
56 57 58 59 63 64 65 68 70 71 73 74 75 77 79 81 82 85 86 93 96 97 99 
106 109 110 113 115 122 124 129 131 133 135 137. These exercises 
may be taught by methods employed for the third grade. Left and 
right side, for instance, may be combined, and all may be practiced in 
time. See instructions in method and also the explanation with 
exercise 140. The programme of the second and third grades should 
be practiced as the third grade does. Besides, the fifth grade may 
combine all those exercises which permit eight counts (left four 
and right four), and practice them in time. The fourth grade 
pupils should sometimes combine these exerciser when easy but 
by count only, and very slowly (250), and should not practice them 
in time, otherwise the exercises of four counts are intended for the 
fourth grade. When an exercise permits an alternating, left and 
right side, making eight counts, the left or right are practiced sep- 
arately, only in four counts, and each side should be taken in time 
also. This must be the dividing line between the two grades. 

Each lesson is calculated to occupy a class each day for two 
weeks. The fourth grade takes up the following year the same pro- 
gramme and practices it as the fifth grade. The last exercise takes 
preference each day should a teacher not finish a lesson that day. 

LESSON I. 

249. a. Step — position forward left (right) and raise arms for- 
ward— -1! (34.) 
Position — 2! (1.) 

Alternate left and right— V. 2! 3! 4! 

b. Step — position sideward left {right) and raise arms side- 
ward — 1! (47.) 
Position— -2! (1.) 

Alternate left and right— V. 2! 3! 4! 

Alternate the two exerciser — 1! 2! 3! 4! 5! 6! 7! 8! 



120 



Physical Training in the Schoolroom. 



Practice 1. (a.) left, by count, in time. 

2. (a.) right, by count, in time. 

3. (a.) alternate, left and right, by count, in time. 

4. (b.) left, by count, in time. 

5. (b.) right, by count, in time. 

6. (b.) alternate, left and right, by count, in time. 

7. (a. and b.) alternate, a left, a right, b left, b right, by count, 
in time. 

The alternating of a and b (7) and its practice in time is not 
taken up by the fourth grade that only alternates sometimes an easy 
exercise (7) by count. The teacher does not use "a" and "b" to 
announce the exercise, but gives the command as explained in ex- 
ercise 140. 

250. a. Raise arms to a circle over head — 1! (12.) 
Position — 2! (1.) 

b. Step — position forward left (right) and raise arms for- 
ward — 1! (34.) 
Position — 2! (1.) 

In this exercise there is no left and right in a, but in alternating 
a and b there will also be eight counts. This is the practice: 

1. (a.) by count, in time — 1! 2! 

2. (b.) left, by count, in time — 1! 2! 

3. Alternate a and b left, by count, in time — 1! 2! 3! 4! 

4. Alternate a and b right, by count, in time — 1! 2! 3! 4! 

5. Alternate a and b by count, in time — a and b left — 1 ! 2! 3! 4! 
a and b right — 5! 6! 7! 8! 

The fourth grade does not take 5 in time. 

251. a. Bend trunk, left (right) and raise arms sideward — 1! (32.) 
Position — 2! (1.) 

b. Step — position sideward left (right) (45) and hands behind 

head (8)— 1 ! 
Position — 2 • 

Arms must be level with shoulders. 

252. Raise left (right) knse (38) and place hands on shoulders 

(4)— 1! 

Strike arms sideward — 1! (63.) 
Place hands on shoulders — 2! 

Lower left (right) knee and arms — 1! 

The pupils keep the knee raised while arms are struck side- 
ward, first the left knee, then the right. In this and following ex- 
ercises of this kind, encourage endurance. Point out the one who 
can strike arms best and hold knee in good position for the longest 
time. 



Physical Training in the Schoolroom. 



121 



LESSON II. 

253. Place hands on hips — Place! 

Stride forward left (right)— 1! (62.) 
Position— 2! (3.) 

Arms — Down! 

Trunk erect on hips; weight of body on both feet. 

254. Stride forward left (right) and place hands on hips — 1! (62.) 

Straighten arms sideward — 1! (65.) 
Place hands on hips — 2! (62.) 
Straighten arms upward — 3! 
Place hands on hips — 4! (62.) 

Position— 1! (1.) 

Alternate, left and right — 1 — 8 ! 

Trunk erect on hips; weight of body on both feet. Only the 
fifth grade takes it in eight counts. 

255. Stride forward left (right) and place hands on hips — 1 (62.) 

Bend left (right) knee — 1! (76.) 
Straighten left (right) knee— 2! (62.) 
Position — 1! 

When the knee bends, the trunk does not change its erect 
posture. 

256. Stride forward left (right) and place hands on hips — 1! (62.) 
Bend trunk backward — 2! (64.) 

Straighten trunk — 3! (62.) 

Position — 4! (1.) 

Alternate, left and right — 1 — 8! 

Only the fifth grade takes it in time in eight counts. This will 
not be emphasized any more in later exercises. 

See how much is permissible for the fourth grade, as explained 
in exercise 250. 

257. Stride forward left (right) and raise arms sideivard — 1! (65.) 
Bend left knee and place hands on hips — 2! (76.) 

Kneel on right knee — 3! (77.) 
Rise— 4! (76.) 

Straighten left (right) knee and straighten arms sideivard — 

5! (65.) 
Position— 6 ! (1.) 

In this exercise each movement is announced, and it is not prac- 
ticed in time. When pupils rise the knee must not straighten, but 
is straightened in the next move. Trunk remains erect on hips 
during the whole exercise. 



122 



Physical Training in the Schoolroom. 



LESSON III. 

258. Raise heels and arms forward — 1! (14.) 
Position — 2! (1.) 

Raise heels and arms sideward — 3! (42.) 
Position — 4! (1.) 

Raise heels and arms forward — upward — 5! (72.) 
Position— 6 ! (1.) 

Raise heels and armj sideward — upward — 7! (72.) 
Position — 8! (1.) 
For the fourth grade announce each movement. 

259. Place hands on hips — Place! 
Raise heels — l 1 - (10.) 

Bend knees and straighten arms forward — 2! (78.) 
Raise heels and place hands on hips — 3! (10.) 
Lower heels — 4! (3.) 
Arms — Down! 

The bending of knses is taught in these grades to an acute angle. 

260. Place hands behind hsad — Place! (8.) 
Bend trunk backward (13.) — 1! 

Bend, trunk halfivay forward — 2! (20.) 
Straighten trunk — Straighten! 
Arms — Down! 

261. a. Bend trunk left (right) and raise arms sideward — upioard 

1! (30.) 
Position — 2! (1.) 

b. Bend knees and raise arms sideward — 1! (29.) 
Straighten knees and loiver arms — 2! (1.) 
Alternate, left and right — 1 — 8! 
See exercise 250. 

262. Raise arms sideward — Raise! (5.) 
Turn trunk left (18 and 5) — 1! 
Turn trunk right (18 and 5.) — 2! 
Turn forward — Turn! (5.) 
Arms — Down! 

Arms remain raised during the turning. There must be no 
moving of . feet or knees. 

LESSON IV. 

263. Place hands on hips — Place! 

Cross-step — position forward left (right) — 1! (50.) 
Position — 2! (3.) 
Arms — Down! 



Physical Training in the Schoolroom. 



125 



264. Cross-step — position forward left (right) and raise left arm 

to a half circle over head — 1! (61.) 
Position — 2! (1.) 

265. Place hands on shoulders — Place! (-4.) 

Cross left (.right) lower leg (69.)— 1! 
Position — 2! (4.) 

Arms — Down! 

Lower leg is crossed ovsr knee, foot is pointing downward. 

266. Cross left (right) lower leg and raise arms right (left) — 

1! (68.) 
Position — 2! (1.) 

Notice that the arm.i are right when the left lower leg crosses 
and vice versa. 

267. Cross-step — position forward left (right) and raise arms to 

a circle overhead — 1! (53.) 
Turn trunk right (left) — 2! (79.) 
Turn, forward — 3! (53.) 
Position — 4! (1.) 

Notice that the turn is right when left foot crosses. Feet do 
not move in the turn. 

268. Bend knees and raise arms sideward — upward — 1! (58.) 
Straighten knees and lower arms — 2! (1.) 

Knees are slowly bent to an acute angle and quickly straightened 
and arms down at 2! 

LESSON V. 

269. Cross left (right) lower leg and arms right (left) — 1! (68.) 
Position — 2! (1.) 

270. a. Cross left (right) loiver leg and arms right — 1! (68.) 
Position — 2! (1.) 

b. Step — position forward left (right) and raise arms for- 

W ard—1\ (34.) 
Position — 2! (1.) 
Alternate, left and right — 1 — 8! 
See exercise 250. 

271. Cross left lower leg and arms right (left) — 1! (68.) 

Step — position forward left (right) and move arms forward — 
2! (34.) 

Cross left (right) lower leg and arms right (left)-V. (68.) 
Position — 4!- (1.) 

271a. The same as the preceding exercise, out swing the leg into 
position each time. The leg is swung forward and quickly 
crossed, is swung forward before taking step — position, and 
swung forward before placed to position. Arms follow the 
swinging movement. 
H. B.-8. 



126 



Physical Training in the Schoolroom. 



272. Raise arms sideward — upward — Raise! (15.) 

Bend trunk left — 1! (30j 
Bend trunk right — 2! (30.) 

Straighten trunk and lower arms sideward — downward — 1! 
LESSON VI. 

273. Place hands on hips — Place! (3.) 

Raise left leg backward — 1! (73.) 
Lower left {right) leg — 2! (3.) 
Raise left {right) leg forivard — 3! (21.) 
Lower left {right) leg — 4! (3.) 

Arm: — Down ! 

274. a. Raise left {right) leg and arms forward — 1! (35.) 
Position — 2! (1.) 

b. Stride forioard left {right) and raise arms sideward — 

1! (65.) 
Position — 2! (1.) 

Alternate left and right — 1 — 8! 

See exercise 250. 

275. Raise left {right) leg backward (73) and arms forward 

(2)— 1! 

Stride forward left {right) and move arms sideivard — 2! (65.) 
Raise left {right) leg backward (73) and move arms for- 
ward (2)— 3! 
Position — 4! (1.) 

For the fourth grade each movement is announced, and then 
after considerable practice very slowly by count. 

276. Place hands on hips— Place! (3.) 

Raise left {right) leg backiuard — 1! (73.) 
Stride backioard left {right) — 2-' (75.) 
Raise left {right) leg backward — 3! (73.) 
Position— 4! (3.) 
Arms — Down! 

The body moves backward in the stride; the foot pushes off 
to be raised; trunk erect. 

277. Place arms before shoulders — Place! (59.) 

Bend trunk halfway forward and strike armj sideward — 

1! (80.) 
Position — 2! (59.) 

Arm: — Down ! 

LESSON VII. 

278. Step — position sideicard left {right) and raise arms side- 

ward— V. (47.) 
Position — 2! (1.) 



Physical Training in the Schoolroom. 



127 



279. Step— position sideward left (right) (45) and raise arms 

forward (2) — 1! 
Stride sideward left (right) and move arms sideward — 2 ! (81.) 
Step — position sideward left (right) (45) and move arms 

forward (2)— 3! 
Position — 4! (1.) 

Body does not move sideward in the step — position, but re- 
mains still; it does move in the stride; standing on both feet. 

280. a. Stride sideward left (right) and cross arms over head — 

1! (71.) 
Position — 2! (1.) 

b. Bend trunk forward and raise arms sideward — 1! (49.) 
Position — 2! (1.) 
Alternate left and right — 1 — 8 ' 
See exercise 250. 

281. Stride sideward left (right) and raise arms sideward — 1! (81.) 
Bend trunk left (right)— 1! (82.) 

Straighten trunk — 2! (81.) 
Position — 1 ! 

During the bending the arms remain level with shoulders. 

282. Stride sideward left (right) and raise arms sideivard — 1! (81.) 
Bend trunk left (right)— 2! (82.) 

Straighten trunk — 3! (81.) 
Position — 4! (1.) 

Arm] levsl in bending. 

283. Raise arms sideward — upward — Raise! (15.) 
Bend trunk halfway forward (20 and 15) — 1! 
Straighten trunk — 2! (15.) 

Arm 3 — Down ! 

Arms are still and close the head during the bending. 

LESSON VIII. 

284. Arms to thrust— Raise : (11.) 
Left (right) face—V. 
Thruit arms forward — 2! (16.) 
Arms to thrust — 3! (11.) 
Right (left) face—V. 

Arm3 — Down ■ 

Pupils of these grades should be taught to perform the facing 
in this manner: when the turn is left, it is done on the left heel, the 
toes of the left foot being raised; the right foot pushes off from 
the floor and is lifted and placed again to the left foot. Right, vice 



128 Physical Training in the Schoolroom. 



versa. Whenever permissible, the foot that is lifted may be placed 
with a little stamp to the other foot. Pupils must not turn at your 
command left face, but at 1! 

285. Arms to thrust— Raise! (11.) 

Left (right) face— 1! 

Thrust arms sideward — 2! (23.) 

Stride sideward left (right) — 3! (83.) 

Position — 4! (23.) 

Arms to thrust — 5! (11.) 

Right (left) face— 61 (11.) 

Arm3 — Down ! 

286. Left (right) face and arms to thrust — 1! (11.) 
Right (left) face and arms down — 2! (1.) 

287. Left (right) face and arms to thrust — 1! (11.) 
Thrust arms forward — 2! (16.) 

Arms to thrust — 3! (11.) 

Right (left) face and arms down — 4! (1.) 

288. Left (right) face and arms to thrust — 1! (11.) 
Stride sideioard and thrust arms sideioard — 2! (83.) 
Position — 3! (11.) 

Right (left) face and arms doion — 4! (1.) 

289. Raise arms to thrust — Raise! (11.) 
Thrust arms sideward — Thrust! (23.) 

Bend trunk backioard and move arms forward — 1! (70.) 
Straighten trunk and arms sideioard — 2! (23.) 

Bend arms to thrust — Bend! (11.) 
Arm: — Down ! 



LESSON IX. 

290. Left— Face! 
Left — Face .' 
Right — Face! 
Right — Face! 

The first two times on the left heel, the second two on the right 
one, with lifting the other foot. The two right facings are the 
returning movements. Ths turns should be executed very quickly 
by this time. 

291. Right— Face! 
Right — Face! 
Left — Face! 
Left — Face! 

292. Left about— Face! 
Left about — Face! 



Physical Training in the Schoolroom. 



129 



Left about face are two left facings in one movement. Two 
left about facings will bring pupils to the front again. The second 
turn must not be, as pupil3 are apt to do, a returning the way they 
turned the first time, but they turn on in the same direction. The 
about facing is clone on the heel, as left and right facings. 

293. Hands on hips— Place! (3.) 
Bend trunk forward — 1! (6.) 
Move trunk left {right) — 2! (26.) 
Move trunk forward — 3! (6.) 
Straighten trunk — 4! (3.) 

Arms — Down ! 

From the forward position of the trunk it is moved to the 
sideward position and forward again. Feet remain quiet. 

294. a. Bend trunk backward and raise arms sideward — 1! (54.) 
Position — 2! (1.) 

b. Bend knees and raise arms forward — 1! (78.) 
Position— 21 (1.) 
Alternate a and b — 1 — 4! 

295. Raise arms sideward — Raise! (5.) 
Bend trunk backward — 1! (54.) 
Straighten trunk and bend knees — 2! (29.) 
Straighten knees and bend trunk backward — 3! (54.) 
Straighten trunk — 4! (5.) 

Arm: — Down ' 

LESSON X. 

296. Two steps forward— -1! (1.) 
Raise arms forward — 2- (2.) 

Left (right) face and raise arms upward — 3! (15.) 

Right {left) face and lower arms forward — 4! (2.) 
Loiver arms — 5! (1.) 
Two steps backward — 6! (1.) 

Announce each movement. No in time practice. 

297. Two steps forward and place hands behind head — 1! (8.) 
Left (right) face— 21 (8.) 

Bend trunk halfway forward — 3! (20.) 
Straighten trunk — 4! (8.) 
Right (left) face— 5! (8.) 
Two steps backward and arms down — 6! (1.) 
Announce each movement. No in time practice. 

298. Two steps forward and left (right) face — 1! (1.) 
Right (left) face and two steps backioard — 2! (1.) 

It will take some practice before both steps and facings ara 
well performed. 



130 



299. Raise left k?iee and arms forward — 1! (41.) 
Position — 2! (1.) 

Two steps forward — 3! (1.) 
Raise right knee and arms forward — 4! (41.) 
Position — 5! (1.) 
Two steps backward — 6! (1.) 
Announce each movement. No practice in time. 

300. Cross arms over head — Cross! (27.) 

Bend knees and loiver arms forivard — 1! (78.) 
Straighten knees and cross arms over head — 2! (27.) 
Arms — Down '■ 

LESSON XI. 

301. Place hands on hip:; — Place ' 

Stride forward left (right) (62) and straighten arms for- 
ward (2)— 1! 
Position — 2! (3.) 
Arms — Down! 

302. Place hands on hips — Place! 

Stride forward left (right) and bend trunk forivard — 1! (84.) 
Position— 2\ (3.) 

Arms — Down! 

303. Place hands on hips— Place ! (3.) 

Stride forward left (right) and straighten arms sideward — 

1! (65.) 
Bend trunk forward — 2! (85.) 
Straighten trunk — 3! (65.) 
Position — 4! (3.) 

Arms — Down! 
Arms remain sideward in the bending. 

304. Stride forward left (right) and raise armj sideward — 1! (65.) 
Bend left (right) knee and move arms forward — 2! (86.) 
Straighten left (right) knee and move arms sideward — 3! (65.) 
Position — 4! (1.) 

305. Stride forward left (right) (62) and place hands behind 

head (8)— 1! 
Kneel on left (right) knee — 1! (87.) 
Straighten knee (62 and 8) — 2! 
Position — 1! (1.) 

LESSON XII. 



306. 



Raise arms sideward — Raise! (5.) 

Circle arms downward to sideward — 1! 2! (5.) 

Arms — Down! 



Physical Training in the Schoolroom. 



133 



Arms are kept straight and each performs in a swing a whole 
circle, going downward, cross in front of body, then upward, and 
sideward again. The circling takes two ordinary counts; there is 
no stop after 1! — one continuous movement. Body must be quiet. 

307. Raise arms sideward — Raise! (5.) 

Circle arms upward to sideward — 1! 2! (5.) 
Arms — Down! 
The same as the foregoing in reversed motion. 

308. Raise arms to a circle over head — Raise! (12.) 
Circle arms downward to a circle over head — 1! 2'- (12.) 
Arms — Down! 

Arms swing sideward, downward, cro2S in front of body and 
come to a circle again. 

309. Cro3S-step — position forward left (right) and arms to a cir- 

cle over head — 1! (53.) 

Circle arms downward to a circle over head and raise and 
lower right (left) heel—ll 2! (53.) 

Position — 1! 

310. Cross-step — position forward left (right) and arms to a circle 

over head — 1! (53.) 
Circle arms downward to a circle over head and raise and 

loiver right (left) heel — 2! (53.) 
Cross left (right) lower leg, turn trunk left (right) and arms 

right— V. (88.) 

Turn forward, cross-step — position, and arms to a circle 

over head — 4! (53.) 
Circle arms downward to a circle over head — 5: (53.) 
Position— §\ (1!) 
Announce each movement. 

311. Raise arms sideward — Raise! (5.) 

Circle arms downioard to sideioard — 1! 2! (5.) 
Circle arms upward to sideioard — 3! 4! (5.) 

Arms — Down! 

LESSON XIII. 

312. a. Raise heels and arms forward — 1! (14.) 
Position— 2\ (1.) 

b. Bend knees and arms sideward — upward — 1! (58.) 
Position — 2! (1.) 

Alternate a and o — 1 — 4! 

313. Raise heels and arms forward — 1! (14.) 
Bend knees and move arms upward — 2! (58.) 
Raise heels and lower arms forward — 3! (14.) 
Position — 4! (1.) 



134 



Physical Training in the Schoolroom. 



314. Bend knees and arms forward — upward — 1! (58.) 
Raise heel j and lower arms forward — 2! (14.) 
Bend kneej and move arms upward — 3! (58.) 
Position — 4! (1.) 

315. Raise heels and raise arms sideward — forward — 1! (14.) 
Bend knees and move arms sideward — upward — 2! (58.) 
Raise heels and lower arms sideward-— forward — 3! (14.) 
Position — 4! (1.) 

Arms sideward-forward and sideward-upward are moved quickly 
to the first position and then to the second in one motion. 

316. Raise heels and arms sideward — 1! (42.) 
Lower heels, bend trunk fortoard — 2! (49.) 
Straighten trunk and bend knees — 3! (29.) 
Straighten knees and bend trunk forward — 4! (49) 
Straighten trunk and raise heels — 5! (42.) 
Position — 6! (1.) 

Announce each movement. Arms remain sideward in 2, 3, 4, 
and 5. 

LESSON XIV. 

317. Stride sideivard left (right) and raise arms sideward — up- 

ward — 1 ! (89.) 
Position— -2! (1.) 

318. Stride sideward left (right) and raise arms sideward — up- 

ward— 1! (89.) 

Bend trunk left (right) and lower arms sideivard — 2! (82.) 
Straighten trunk and raise, arms upward, — 3! (89.) 
Position — 4! (1.) 

Arms must be lowered to sides through sideward position. 

319. Stride sideward left (right) and raise arms sideward — 1! (81.) 

Raise heels and arms upward — 1! (90.) 
Lower heels and arms sideward — 2! (81.) 

Position— 1! (1.) 

The heels are raised and lowered in the striding position which 
is maintained during the exercise. 

320. Stride sideward left (right) and raise arms sideward — 1! (81.) 
Raise heels and arms upward — 1! (90.) 

Bend knees and arms sideivard — 2! (91.) 
Raije heels and arms upward — 3! (90.) 
Lower heels and arms sideivard — 4! (81.) 
Position — 1! (1.) 
In the bending of knees the heels remain raised; the standing 
is on balls of feet. 



Physical Training in the Schoolroom. 



137 



321. Stride sideward left (right) and raise arms sideward — 1! (81.) 

Bend trunk forward — 1! 
Bend trunk backward — 2! 

Position — 1! 

Arms remain sidsward during the bending. 

LESSON XV. 

322. Raise arms to half circle left {right) — 1! (92.) 
Arms down — 2- (1.) 

Both arms are rounded as much as possible to one side; hands 
are half closed as for snapping with finger3. 

323. Cross-step — position left (right) and raise arms to half circle 

right (left)— 11 (93.) 

Position— 2! (1.) 
Notice that arms are raised right with left step. 

324. Cross-step — position left (right) and raise arms to half circle 

right (left)-V. (93.) 
Raise right (left) heel and snap fingers-^-V. 
Loioer heel—V. (93.) 
Position — 4! (1.) 

325. Cross-step — position left (right) and raise arms to a half cir- 

cle right (left) and snap fingers — 1! (93.) 
Raise heels and snap fingers — 2! 
Position and snap fingers — 3! (1.) 

The crossing foot is placed on its ball. The % time for thi3 
exercise should be adopted. Snapping fingers in % time may be 
used 1! 2! 3! 

325a. Cross-step — position forioard left (right) and raise arms to 
a half circle right (left)-V. (93.) 
Bend trunk left — 2! (94.) 
Straighten trunk— 3! (93.) 
Position— 4'- (1.) 

Snapping of fing?rs in different variations. 

325b. Raise arms to thrust — Raise! 

Stride sideward left (right) and thrust arms upward — 1! (95.) 

Bend trunk forward and swing arms downward — 1! (96.) 
Straighten trunk and swing arms upivard — 2! (95.) 

Position — 1 ! 

LESSON XVI. 
325c. Grasp arms backward — Grasp! (7.) 

Step — position forward left (right) — 1! (24.) 
Right face on right (left) heel — 2! (24.) 
Left face on right (left) heel—2>\ (24.) 
Position — 4! (7.) 

Arms — Down! 



138 



Physical Training in the Schoolroom. 



The step — position is maintained while the body turns on the 
heel, lifting the toes in the turn; notice that it is on the right hsel 
and the turn is right when the step — position is left. After the 
turn the pupil stands as in step — position sideward left, the left foot 
having turned that way. 

326. Step — position forward left (right) and raise arms forward — 

1! (47.) 

Right face on heel and move arms left (right) — 2! (55.) 
Left face on heel and move arms sideward — 3! (47.) 
Position — 4' (1.) 

327. Stride forward left (right) and place hands on hips — 1! (62.) 
Right face on heels — 1! (62.) 

Left face on heels — 2! (62.) 
Position— 1! (1.) 

The facing is done on both heels, lifting toes of both feet. 
After the turn pupils stand in striding position, sideward; their feet 
are in that position also. 

328. Raise arms to thrust — Raise! (11.) 

Stride forward left (right) (62) and thrust arms backward 
(43)— 1! 

Right face and cross arms over head — 2! (71.) 
Left face (62) and swing arms backivard (43) — 3! 
Position — 4! (1.) 

Arms — Down! 

329. Stride sideward left and raise arms sideward — 1! (81.) 
Left face on heels — 1! (65.) 

Kneel (77) and place hands behind head (8) — 2! 
Rise and straighten arms sideward — 3! (81.) 
Right face—i l (81.) 

Position — 1! 

330. Stride sidsward left and raise arms sideward — 1! (81.) 
Bend trunk forward — 1! 

Bend trunk backivard — 2 ! 

Position — 1 ! 
Arms remain sideward while trunk bends. 

LESSON XVII. 

331. a. Circle arms in two counts — 1! 2! (1.) 

b. Step — position forward left, turn trunk left (right) and 

raise arms forward — 1! (97.) 
Position — 2! (1.) 
Alternate a and b — 1 — 8! 



Physical Training in the Schoolroom. 



141 



The circling of arms in two counts from fundamental position 
is performed by counting for the arms upward one count and lower- 
ing to fundamental position, one count. There is no stopping up- 
ward. Arms crossed first in front before circled upward. In the 
step — position forward and trunk turned, the foot does not turn. 

332. Bend trunk, left (right) and circle arms upward — 1! (30.) 
Straighten trunk and arms sideward — downivard — 2! (1.) 

333. Raise arms sideward — 1! (5.) 

Bend trunk left (right) and circle arms upward — 2! (30.) 
Straighten trunk and lower arms sideward — 3! (5.) 
Position — 4! (1.) 

334. Raise heels and arms sideioard — 1! (42.) 

Lower heels, bend trunk left (right) and circle arms upivard — 
2! (30.) 

Straighten trunk, raise heels and lower arms sideward — 

3! (42.) 
Position — 4! (1.) 

335. Bend knees and arms sideward — upward — 1! (58.) 
Straighten knees, bend trunk left (right) and circle arms 

sideioard— -2! (30.) 
Bend knees and circle arms sideward — 3! (58.) 
Position — 4! (1.) 

The arms cross first, when from bent knee position they are 
circled, they move upward and cross from sideward — position. Let 
pupil do the exercise very slowly at fir3t. Arms remain straight 
in circling. Let them imagine they had Indian clubs in hands. 

336. Stride forward left (right) and place hands on hips — I! (62.) 

Kneel sloivly (77) and place hands behind head (8) — 1! 
Rise slowly and place hands on hips — 2! (62.) 

Position — 1! 

Increase the time for kneeling and rising. 

LESSON XVIII. 

337. Arms to thrust— Raise! (11.) 

Step — position forward left (right) (24) and thrust arw.s for- 
ward (16)— 1! 
Bend trunk backward — 2! (98.) 
Straighten trunk (24 and 16) — 3! 
Position — 4! (11.) 

Arms — Down! 

Arms remain in relatively the same position when trunk is 
bent backward. 



H. B.— 9. 



142 Physical Training in the Schoolroom. 



338. Arms to thrust— Raise! (11.) 

Step — position forward left {right) (24) and thrust arms side- 
ward (23)— 1! 

Right face on heel (45) and move arms forward (2) — 2! 
Right face on heel (24) and move arms sideward (23) — 3! 
Left face on heel (45) and move arms forward (2) — 4! 
Left face on heel (24) and move arms sideward (23) — 5! 
Position — 6! (11.) 

Arms — Down! 

Announce each movement. Both feet turn with the facing. 

339. Armi to thrust — Raise - r ' 

Step — position forward left (right) (24) and thrust arms side- 
ivard (23)— 1! 

Right (left) about face (48) and move arms upward (15) — 2! 
Left (right) about face (24) and move arms sideward (23) — 3! 
Position — 4! (11.) 
Arms — Down! 

340. Step — position backward left (right), bend trunk halfway for- 

ward, hands behind head — li (99.) 
Straighten trunk, left about face (48), and strike arms sid&> 
ward (5)— 2! 

Right about face on heel, bend trunk halfway forward, hands 

behind head — 3! (99.) 
Position — 4! (1.) 

341. Place hands on hips — Place! 

Raise left (right) leg forioard — 1! (21.) 
Raise left (right) leg backward — 2! (73.) 
Arms — Down! 

Body remains quiet and erect during the raising in both 
directions. 

LESSON XIX. 

342. Place hands on shoulders — Place! (4.) 
Cross left (right) leg forward — 1! (100.) 
Position — 2! (4.) 

Arms — Down! 

Leg crosses with the knee straight; foot remains in relatively 
the same position. 

343. Place hands on shoulders — Place! (4.) 

Cross left (right) leg forward (100) and strike arms sideward 

(^—Im- 
position — 2! (4.) 

Arms — Down! 



Physical Training in the Schoolroom. 



143 



344. a. Cross left {right) leg (100) and arms right (36) — 1! 
Position — 2! (1.) 

b. Stride forward left (right), bend trunk forward (84) and 

place hands behind head (8) — 1! 
Position — 2! (1.) 
Alternate a and b — 1 — 8! 

345. Cross left (right) leg forward (100) and place hands behind 

head (8)— 1! 

Stride forward left (right) and strike arms sideward — 2 ! (65.) 
Right (left) about face (62) and cross arms over head 
(27)— 3: 

Kneel (77) and move arms forward (2)— 4! 

Rise and cross arms over head (62 and 27) — 5! 

Left (right) about face and strike arms sideward — 6! (65.) 

Cross left (right) leg forward (100) and place hands behind 

head (8)— 7! 
Position— 8! (1.) 
Announce sach movement. No attempt to let pupils memorize 
the exercise. 

LESSON XX. 

346. Bend trunk backward and raise arms forward — upward — 

1! (101.) 

Bend trunk forward and swing arms backivard — 2! (102.) 
Bend trunk backward and raise arms forward — upward — 

3! (101.) 
Position — 4! (1.) 

347. Raise heels and cross arms over head — 1! (31.) 

Loiver heels, raise left (right) knee and lower arms side- 
ward— 2! (63.) 

Lower left (right) knee, raise heels and cross arms over head — 

3! (31.) 
Position — 4! (1.) 

348 Bend trunk halfway forward and place hands behind head — 
1! (20.) 

Raise left (right) leg backward — 2! 
Lower left (right) leg—V. (20.) 
Position — 4! (1.) 

349. Bend knees and raise arnu sideward — upward — 1! (58.) 

Straighten knees, stride forward left (right) and loiver arms 

sideioard — 2! (65.) 
Right (left) about face on heel and swing arms backward — 3! 
Left (right) about face on heel and raise arms sideward — 

4! (65.) 

Bend knees and raise arms upward — 5! (58.) 
Position — 6! (1.) 
Announce each movement. 



144 Physical Training in the Schoolroom. 



350. Raise heels and place hands behind head — 1! (57.) 
Bend knees and cross arms over head — 2! (46.) 
Stride fomvard left (right) and lower arms sideward — 3! (65.) 
Right {left) about face and swing arms backward — 4! 
Left (right) about face and raise arms sideioard — 5! (65.) 
Bends knees and cross arms over head — 6! (46.) 
Raise heels and place hands behind head — 7! (57.) 
Position— SI (1.) 

Announce each movement; no attempt to let pupils memorize. 



PART V. 



PART V. 



Programme of Lessons for the Grades abooe the 
Fifth, and for Secondary Schools. 

What has been said of the necessity of acquainting pupils of the 
fourth and fifth grades with preceding programmes, applies to pupils 
of these grades also. It is very desirable that the material for these 
grades should be varied by some other forms of gymnastics, such as 
exercises with wands, bar-bells, dumb-bells, the long-pole-3, out-of- 
door sport and exercises on the apparatus. Still, the material here 
offered should by all means form the foundation for an extended 
system, and a faithful carrying out of each week's lesson will elicit 
splendid results physically and mentally. 

The sixth grade, and for ^ome exercises of difficulty the sev- 
enth grade, do not alternate left and right, if the combination calls 
for sixteen counts. 

To heighten the interest, the following methods of varying the 
lessons at times are given: 

1. Rows of girls practice one exercise beginning with left side; 
rows of boys begin the same exerci~e with right side. Exercise 359 
may be taken as an example. 

2. Rows of girls do one exercise; rows of boys do a different 
exercise of the same lesson. 

3. The alternate exerciser are begun by girls with a and then 
b; the boys practice b and then a. 

4. Alternate rows of boys and girls snapping fingers may lead 
to all kinds of combinations. The teacher who has faithfully fol- 
lowed the contents, will not only find new combinations easily, but 
will also be able to construct new exercises. No claim is made that 
this ends the available material. To the contrary, it is one of the 
strong points in calisthenics that the number of combinations is 
endless. 

The oblique positions, though of value, have been given in 
limited number, becau:e the space in most schoolrooms does not 
permit their execution. Wherever this is the ca:e, a forward or 
sideward position may be substituted. 

LESSON I. 
351. Arms to thrust — Raise! (11.) 

Thrust arms forward — 1! (16.) 
Bend to thrust— 21 (11.) 
Thrust armj sideward — 3! (23.) 
Bend to thrust— 4! (11.) 
Arms — Down! 



150 



Physical Training in the Schoolroom. 



352. Arms to thrust — Raise! 
Thrust arms fomvard — 1! (16.) 
Move arms sideward — 2! (23.) 
Move arms forward — 3! (16.) 
Bend to thrust— 4! (11.) 
Arms — Down! 

Arms are moved sideward and forward again level with 
shoulders. 

353. a. Step — position forward left (right) and raise arms forioard — 

1! (34.) 
Position — 2! (1.) 

b. Sride forward left (right) and raise arms sideward — 1! (65.) 
Position — 2! (1.) 
Alternate a and b — 1 — 8! 
Hereafter the explanation to alternate a and b will be omitted. 

354. Step — position forward left (right) and raise arms forward — 

1! (34.) 

Stride forward left (right) and move arms sideward — 2! (65.) 
Step — position forward left (right) and move arms forward — 

3! (34.) 
Position — 4! (1.) 

It must be distinctly seen in this exercise that in the step — po- 
sition the body remains absolutely still, while in striding it moves 
forward; the same in the returning from stride to step — position. 

355. Stride forioard left (right), bend trunk forward and raise 

arms sideward — 1! (85.) 
Bend trunk, backward and place hands on hips — 2! (64.) 
Bend trunk forioard, straighten arms sideward — 3! (85.) 
Position — 4! (1.) 

LESSON II. 

356. Bend arms before shoulders — Bend! (59.) 
Strike arms sideward — 1! (5.) 

Bend arms before shoulders — 2! (59.) 
Arms — Down! 

357. a. Bend arms before shoulders — Bend! (59.) 

Step — position sideward left (right) (45) and strike arms 

forward (2) — 1! 
Position — 2! (59.) 

b. Stride sideward left (right) and strike arms sideward — 

1! (81.) 
Position — 2! (59.) 
Arms — Down! 



Physical Training in the Schoolroom. 



151 



In striking the arms forward in a the hands are not turned, but 
palms remain downward turned. 

358. Bend arms before shoulders — Bend! (59.) 

Step — position sideward left (right) (45) and strike arms for- 
ward (2)— 1! 

Stride sideward left (right) and move arms sideioard — 
2! (81.) 

Step — position forward left (right) (45) and move arms for- 
ward (2)— 3! 
Position — 4! (1.) 

Arms — Down! 

359. Cross-step — position forward left (right) and left (right) arm 

to a half circle over head — 1! (61.) 
Stride sideward left (right), bend trunk left (right) and cross 

arms over head — 2! (103.) 
Cross-step — position forward left (right) and left (right) arm 

to a half circle over head — 3! (61.) 
Position — 4! 

360. Sride sideward left (right), bend trunk left (right) and cross 

arms over head — 1! (103.) 
Bend trunk forward and swing arms backivard — 2! (104.) 
Bend trunk left (right) and cross arms over head — 3! (103.) 
Position — 4! (1.) 

LESSON III. 

361. Bend knees and raise arms forward — 1! (75.) 
Position — 2! (1.) 

Bend knees and raise arms sideivard — 3! (29.) 
Position — 4! 

All bending in these grades is to an acute angle; heels are raised 
a little and kept together; trunk erect. 

362. a. Bend knees and raise arms forward — 1! (75.) 
Position— 21 (1.) 

b. Raise heels and arms sideioard — 1! (42.) 
Position— 2\ (1.) 

363. Bend knees and raise arms forward — 1! (75.) 
Raise heels and move arms sideward — 2! (42.) 
Bend knees and move arms forward — 3! (75.) 
Position — 4! (l.) 

364. Raise heels and arms sideward — upward — 1! (72.) 

Step — position backivard left (right) and gra:p armi back- 
ward — 2! (48.) 
Raise heels and arms sideward — upward — 3! (72.) 
Position — 4! (1.) 



152 Physical Training in the Schoolroom. 



365. Raise heels and arms forward — 1! (14.) 

Stride backicard left (right) and kneel and place hands behind 

head—V. (87.) 
Raise heels and straighten arms forward — 3! (14.) 
Position — 4! (1.) 

LESSON IV. 

366. Raise arms sideward — 1! (5.) 

Move arms sideward obliquely, upiuard left (right) — 2! (105.) 
Move arms sideward — 3! (5.) 
Arms down — 4! (1.) 

Upward left (or right) in the oblique position of the arms in- 
dicate that the left (or right) arm is upward obliquely, the right 
(or left) is downward obliquely. 

367. Raise arms sideward obliquely, upward left (right) — 1! (105.) 
Arms down — 2! (1.) 

368. Raise arms sideward obliquely, upward left (right) — 1! (105.) 
Move arms sideivard obliquely, upward right (left) — 2! (105.) 
Move arms sideward obliquely, upward left (right) — 3! (105.) 
Arms down — 4! (1.) 

369. Place hands on hips — Place! 

Step — position obliquely forward left (right) (106) — 1! 
Turn trunk half right (left) — 2! (106.) 
Turn forward (106)— 3! 
Position — 4! (1.) 

Arms — Down! 

The turn of the trunk half 13 the oblique position, between for- 
ward and trunk turned. All these oblique positions are only then 
of value when pupils know the exact direction of forward, side- 
ward, backward, etc. 

370. Step — position obliquely forward left (right) and raise arms 

sideward obliquely, upward left (right) — 1! (107.) 
Turn trunk half right (left) (107 and 105)— 2! 
Turn forward — 3! (107.) 
Position — 4! (1.) 

371. Stride obliquely forward left (right) and raise arms sideward 

obliquely, upward left (right) — 1! (108) 
Position— 2! (1.) 

The trunk in the obliquB striding is not turned, but shoulders 
remain to the front. 

372. Stride obliquely forward left (right) and raise arms sideward 

obliquely, upward left (right) — 1! (108.) 

Bend right (left) knee, turn trunk half right (left) and move 
arms sideward obliquely, upward right (left) — 2! (109.) 

Straighten right (left) knee, turn forward, and move arms side- 
ward obliquely, uptvard left (right) — 3! (108.) 

Position — 4! (1.) 



Physical Training in the Schoolroom. 



155 



Though this stride in this exercise (1) is oblique, the shoulders 
are to the front, from which position they are turned half, and the 
arms are then sideward in oblique position again from shoulders. 
See illustrations which show by means of the diagram on the floor 
the position of feet and trunk. In other illustrations which do not 
call for oblique positions the pupil has sometimes been placed there 
to illustrate the position to better advantage. 

LESSON V. 

373. Place hands on hips — Place! 

Stride forward left {right) — 1! (62.) 
Bend left {right) knee — 2! (76.) 
Straighten left {right) Jcnee — 3! (62.) 
Position — 4! (3.) 
Arms — Down! 

For this exercise let the stride be longer than heretofore 
practiced. 

374. Place hands on hips — Place! 

Lunge forward left {right) — 1! (110.) 
Position — 2! (3.) 
Arms — Down! 

The lunge is a long stride, bending the knee of the moved leg, 
the same position as in 373 at 2 is taken in one motion. The main 
feature is the increased distance the body is moved forward, and 
consequently, the increased weight to be moved. The returning 
movement should be facilitated by pushing off with the foot moved. 
The trunk is carried erect on hips, the shoulders remain to the front. 

Feet in the lunge must be at right angles. The stationary foot 
must not be raised; which is often done when the toes are turned 
forward (pigeon-toed). 

375. Stride forward left {right) and raise arms sideivard — 1! (65.) 
Lunge forward left {right) and move arms forward — 2! (111.) 
Stride forward left {right) and move arms sideivard — 3! (65.) 
Position — 4! CI.) 

The difference in length of step should be shown in this exercise. 
The stride is smaller than the lunge, so when pupils lunge they take 
a larger step, and vice versa. 

376. Place hands behind head — Place! 

Lunge forward left {right)— V. (112.) 
Bend trunk halfway forward — 2! (113.) 
Straighten trunk— V. (112.) 
Position — 4! (1.) 

Arms — Down! 



156 



Physical Training in the Schoolroom. 



377. Stride and kneel forward left {right) (77) and cross arms 

over head (27) — 1! 
Straighten right (left) knee and strike arms sideward — 
2! (65.) 

Lunge forioard left (right) and move arms forward — 3! (111.) 
Stride forioard left (right) and move arms sideward — 4! (65.) 
Kneel (77) and cross arms over head (27) — 5! 
Position — 6! (1.) 

LESSON VI. 

378. Raise arms obliquely sideward, upward right (left) — 1! (105.) 
Step — position sideward left (right) — 2! (114.) 

Position — 3! (105.) 
Arms down — 4! (1.) 

379. Lunge sideward left (right) and raise arms sideward — 

1! (115.) 
Position— 2\ (1.) 

The trunk remains erect on hips and does not bend sideward. 

380. a. Step — position sideward left (right) and raise arms obliquely 

sideward, upward right (left) — 1! (114.) 
Position — 2! (1.) 

b. Lunge sideward left (right) and raise arms obliguely side- 

ivard, upward left (right) — 1! (116.) 
Position — 2! (1.) 

£81. Step — position sideward left (right) and raise arms obliquely 

sideward, upward right (left) — 1! (114.) 
Lunge sideward left (right) and move arms obliquely side- 

ivard, upward left (right) — 2! (116.) 
Step — position sideward left (right) and move arms obliquely 

sideward, upivard right (left) — 3! (114.) 
Position — 4! (1.) 

382. Stride backward left (right) (75) and place hands behind 
head (8)— 1! 

Lunge forward right (left) and bend trunk halfway for- 
ward— 21 (113.) 

Stride backioard left (right) and straighten trunk (75 and 
8)— 3! 

Position — 4! (1.) 

The striding is performed with one leg, the lunging with the 
other. The lunge must always be larger than the stride. Great 
attention must be paid to it that the feet are always turned as in 
fundamental position, when striding and lunging is executed. 

LESSON VII. 



383. Cross left (right) lower leg and raise arms right (left) — 
1! (68.) 
Position — 2! (1.) 



Physical Training in the Schoolroom. 



159 



384. Crojs-step — position forward left (right) and raise arms to 

half circle right (left)-V. (93.) 
Position — 2! (1.) 

385. Cross left (right) lower leg and raise arms right (left) — 

1! (68.) 

Raise left (right) leg forward and raise arms forward — 
2! (35.) 

Cross left (right) lower leg and move arms right (left) — 

3! (68.) 
Position — 4! (1.) 

386. Cross-step — position forward left (right) and arms to a half 

circle right (left)— 1! (93.) 

Lunge sideivard left (right) and swing arms downward to 
half circle left (right)— 2\ (117.) 

Cross-step — position forward left (right) and sioing arms down- 
ward to half circle right (left)-V. (93.) 

Position — 4! (1.) 

The use of clappers (castanets) is very appropriate for this and 
similar exercises. Clappers (bones) are cheaper than castanets and 
as serviceable. 

387. Cross-step — position forward left (right), bend trunk left 

(right) and raise arms to a half circle right (left) — 1! (94.) 
Snap fingers — 2! (94.) 
Position — 3! (1.) 

Instead of snapping fingers use clappers. 

388. Cross-step — position forward left (right), bend trunk left 

(right) and raise arms to a half circle right (left) — 1! (94.) 
Step — position sideivard left (right), bend trunk right (left) 
and swing arms downward to a half circle left (right) — 
2! (118.) 

Cross-step — position fortvard left (right), bend trunk left 
(right) and swing arms downward to a half circle right 
(left)— Z\ (94.) 

Position — 4! (1.) 

Snapping of fingers or the use of castanets for each swinging of 
arms, or for each count. 

LESSON VIII. 

389. Step — position backward left (right) (48) and place hands 

behind head (8) — 1' 
Strike arms sideward (48 and 5) — 2! 
Place hands behind head (48 and 8) — 31 
Position — 4! (1.) 



160 



Physical Training in the Schoolroom. 



390. Step — position backward left {right) (48) and place hands 

behind head (8) — 1! 
Bend trunk halfway forward — 2! (119.) 
Straighten trunk (48 and 8) — 3! 
Position — 4! (1.) 

391. Step — position backward left (right), bend trunk halfway for- 

ward and place hands behind head — 1! (119.) 
Raise left {right) leg backward — 2! (120.) 
Lower left (right) leg— SI (119.) 
Position — 4! (1.) 

Exercises of such difficulty in balancing must be executed very 
slowly by count. Rnythm of very slow time should only then be em- 
ployed when this exercise is performed with considerable ease. 
The correcter each part of body is held, the easier such a position. 

392. a. Bend trunk forward and raise arms sideward — 1! (49.) 
Position — 2! (1.) 

b. Raise left (right) leg backward, bend trunk halfway for- 
ward and place hands behind head — 1! (120.) 
Position — 2! (1.) 

393. Bend trunk forward and raise arms sideward — 1! (49.) 
Raise left (right) leg backward, raise trunk to halfway for- 
ward, and place hands behind head — 2! (120.) 

Lower leg, bend trunk forward and straighten arms side- 

ivard — 3! (49.) 
Position — 4! (1.) 



LESSON IX. 



394. Lunge sideward left (right) and raise arms sideward — 

1! (115.) 

Bend right (left) and straighten left (right) knee and move 
arms obliquely sideward, upward right (left) — 2! (116.) 

Straighten right (left) and bend left (right) knee and move 
arms sideward — 3! (115.) 

Position — 4! (1.) 

395. Lunge sideward left (right) and raise arms sideivard- — 

1! (115.) 

Turn on heels left (right) face and move arms forward — 
2! (111.) 

Turn on heels right (left) face and move arms sideward — 

3! (115.) 
Position — 4! (1.) 

396. a. Raise left (right) leg sideioard and arms sideward — 1! (40.) 
Position — 2! (1.) 

b. Left (right) face, lunge forward left (right) and cross arms 

over head — 1! (121.) 
Position — 2! (i.) 



The facing and lunging in one motion. 



Physical Training in the Schoolroom. 



163 



397. Raise left (right) leg sideward and arms sideward — 1! (40.) 
Left (right) face, lunge fonvard left (right) and cross arms 

over head — 2! (121.) 
Right (left) face, raise left (right) leg fomoard and arms side- 

war d — 3! (40.) 
Position — 4! (1.) 

It will take some experience to find the necessary force for the 
returning motion to balance for 3. 

LESSON X. 

398. Bend knees and place hands on hips — 1! (22.) 

Place left (right) leg sideivard (fencing position) — 1! (122.) 
Position — 2! (22.) 

Straighten knee and arms down — 1! (1.) 

The bending of knees is to an obtuse angle (22). The leg is 
placed sideward as in step — position. While the body is resting on 
the other foot it does not move sideward. This position is called 
fencing position. 

399. Bend knees and cross arms over head — 1! (46.) 

Fencing — position sideivard left (right) and lower arms side- 
ward— 21 (123.) 
Bend knees and cross arms over head — 3! (46.) 
Position — 4! (1.) 

The bending of knees is deep; for fencing — poiition the body 
is straightened a little. 

400. a. Bend knees and raise arms sideward — upward — 1! (58.) 
Position — 2! (1.) 

b. Fencing — position sideivard left (right), arms to a half cir- 
cle right (left)-V. (124.) 
Position — 2! (1.) 

Notice that the foot 13 sideward left while arms are right, and 
vice versa. The bending of knees is always to an acute angle if 
not otherwise stated. 

401. Bend knees and raise arms sideward — upward — 1! (58.) 
Fencing — position sideward left (right) and swing arms to 

half circle right (left)— 2! (124.) 
Bend knees and arms sideward — upward — 3! (58.) 
Position — 4! (1.) 

402. a. Cross left (right) leg forward and raise arms right (left) — 

1! (125.) 
Position — 2! (1.) 

b. Fencing — position sideward left (right), bend trunk right 

(left) and arms to half circle left (right) — 1! (126.) 
Position — 2! (1.) 



164 



Physical Training in the Schoolroom. 



403. Cross left (right) leg forivarcl and raise arms right (left) — 

1! (125.) 

Fencing — position sideward left (right), bend trunk, right 
(left) and swing arms to half circle left (right) — 2! (126.) 

Cross left (right) leg fomoard and swing arms right (left) — 
3! (125.) 

Position — 4! (1.) 

In this, as in similar exercises, the teacher must- notice the dif- 
ferent directions of arms and leg.!, and bending of trunk. 

LESSON XI. 

404. Raise left (right) leg forward and arms sideioard — upward — 

1! (127.) 
Position — 2! (1.) 

405. Raise left (right) leg forward and arms sideward — upward — 

1! (127.) 

Step — position forward left (right) and lower arms -forward — 
2! (34.) 

Raise left (right) leg forward and raise arms upward — 

3! (127.) 
Position — 4! (1.) 

The step — position is obtained by lowering the leg, foot on tip- 
toe; the body does not move. 

406. Raise left (right) leg fomoard and armj sideward — upward — 

1! (127.) 

Fencing — position forward left (right) and lower arms side- 
ward— 2\ (128.) 

Raise left (right) leg forward and raise arms upioard — 
3! (127.) 

Position — 4! (1.) 

The fencing — position is obtained by lowering the leg and bend- 
ing the knee of the other leg; body do?s not move forward. 

407. a. Step — position forward left (right), bend trunk backward 

and raise arms forward — 1! (98.) 
Position — 2! (1.) 

b. Raise left (right) leg forward and arms sideward — up- 
ward— V. (127.) 
Position — 2! (1.) 

408. Step — position forward left (right), bend trunk backward and 

arms forward — 1! (98.) 
Raise left (right) leg forward and lower arms sideward — 
2! (129.) 

Step — position forward left (right) and raise arms upward — 

3! (98.) 
Position — 4! (1.) 

In 2 and 3 the bending backward is maintained. 



/ \ 

121. LUNGE FORWARD. ARMS CROSSED OVER 
HEAD. 




FENCiNG P 



123. FENCING POSITION SIDEWARD. ARMS r , 4 f>\c-\u U U , TION SIDEWARD LEFT, 

THRUST SIDEWARD. " ' ARMS TO HALF CIRCLE RIGHT. 



r-- 





125. CROSS LEFT LE-G. ARMS RIGHT. 



126. FENCING POSITION SIORVAPn i cct 
TRUNK BENT RIGHT, ARMS TO HALF CIRCLE 
LEFT. 



Physical Training in the Schoolroom. 



167 



LESSON XII. 

409. Cross left (right) lower leg and raise arms right {left) — 

1! (68.) 
Position — 2! (1.) 

410. Cross left (right) lower leg and raise arms right (left) — 

1! (68.) 

Step — position obliquely forward left (right), turn trunk half 
right (left) and raise arms obliquely sideward, upward left 
(right)— 2! (107.) 

Cross left lower leg and move arms right (left) — 3! (68.) 

Position — 4! XX.) 

411. a. Step — position obliquely forward left (right), turn trunk 

half right (left) and raise arms obliquely sideioard, upward 
left (right) — \ (107.) 
Position — 2! (1.", 

b. Lunge obliquely forward left (right) and raise arms side- 
ioard — upward — 1! (130.) 
Position— -2! (1.) 
In the lunge shoulders to the front. 

411a. Step — position obliquely forward left (right), turn trunk half 
right (left) and raise arms obliquely sideiuard, upivard left 
(right)— 1! (107.) 

Lunge obliquely forward left (right) and move arms side- 
ward — upward — 2! (130.) 

Step — position obliquely forward left (right), turn trunk half 
right (left) and move arms obliquely sideward, upward left 
(right)— 3\ (107.) 

Position — 4! (i.) 

412. Bend trunk backward and raise arms forward-upward — 

1! (101.) 

Step — position obliquely forward left (right), turn trunk half 
right (left) and move arms obliquely sideward, upward left 
(right)— 2! (107.) 

Lunge obliquely forward left (right) and move arms upward — 
.V (130.) 

Step — position obliquely forward left (right), turn trunk half 
right (left) and move arms obliquely sideiuard, upward 
left—V. (107.) 

Bend trunk backward and move arms upward — 5! (101.) 

Position— 61 (1.) 

LESSON XIII. 

413. Bend arms before shoulders — Bend! (59.) 
Strike arms sideward — 1! (5.) 

Bend arms before shoulders — 2! (59.) 
Arms — Down ! 



168 Physical Training in the Schoolroom. 



414. Bend arms before shoulders — Bend! (59.) 

Bend trunk halfway forward and strike arms sideward — 
1! (80.) 

Straighten trunk and bend arms before shoulders — 2! (59.) 
Arms — Down! 

415. Bend arms before shoulders — Bend! (59.) 

Step — position backward left (right), bend trunk halfway for- 
ward (119), strike arms sideward (5) — 1! 

Stride backivard left (right) (75) and cross arms over head 
(27)— 2! 

Step — position backward left (right), bend trunk halfway for- 
ward (119), strike arms sideward (5) — 3! 
Position — 4! (59.) 
Arms — Down! 

416. Step — position backward left (right), bend trunk halfway for- 

ward, place hands behind head — 1! (119.) 
Raise left (right) leg backivard — 2! (120.) 
Lower left (right) leg — 3! (119.) 
Position — i ! 1 1. ) 

417. Raise left (right) leg backward and place hands on hips — 

1! (73.) 

Step — position forward left (right) — 2! (24.) 
Lunge forward left (right) — 3! (110.) 
Step — position forward left (right) — 4! (24.) 
Raise left (right) leg backward — 5! (73.) 
Position — 6! (1.) 

418. Raise left (right) leg backward and place hands on hips — 

1! (73.) 

Step — position forward left (right) and straighten arms for- 
ward—V. (34.) 

Lunge forward left (right) and cross arms over head — 
3! (121.) 

Step — position forward left (right) and lower arms forward — 
4! (34.) 

Raise left (right) leg backward and place hands on hips — 

5! (73.) 
Position — 6! (1.) 

LESSON XIV. 

419. Raise arms left (right)— V. (36.) 

Swing arms downward to half circle right (left) — 2! (92.) 
Siving arms downward left (right) — 3! (36.) 
Arms down — 4! (1.) 
The snapping of fingers and the use of clappsr^ is appropriate 
tor these exercises. 



Physical Training in the Schoolroom. 



169 



420. Step — position sideward left {right) and arms left {right) — 

1! (55.) 

Fencing — position sideward left {right) and swing arms down- 
ward to half circle right {left)—2\ (124.) 

Step — position sideward left {right) and swing arms down- 
ward to arms left {right) — 3! (55.) 

Position — 4! (1.) 

421. a. Cross left {right) leg and place hands on shoulders — 

1! (100.) 
Position — 2! (1.) 

b. Lunge sideward left {right) and raise arms to half circle left 

{right)— 1! (117.) 
Position — 2! (1.) 

422. Cross left {right) leg. raise arms right (left) — II (125.) 
Lunge sideivard left {right) and move arms sideward — 

2! (115.) 

Cross left {right) leg. move arms right {left) — 3! (125.) 
Position — 4! (1.) 

423. Cross left {right) lower leg. turn trunk right {left) and 

raise arms right {left) — 1! (88.) 
Lunge sideivard left {right) and arms ou^quely sideward, up- 
ward left {right)— 21 (116) 
Cross left {right) lower leg. turn trunk right {left) and raise 

arms right {left) — 3! (88.) 
Position — 4! (1.) 
As many of the exercises of thii programme these last two ex- 
ercises will only be ably executed when all parts of the body are 
placed in correct relative position to each other. 

LESSON XV. 

424. a. Raise heels and arms sideivard — upward — 1! (72.) 
Position— 21 (1.) 

b. Bend trunk backward and raise arms forward — upward — 

1! (101.) 
Position — 2! a.) 

425. a. Raise heels and arms sideward — upward — 1! (72.) 
Position— 2! (1.) 

b. Bend knees and raise arms sideward — 1! (29.) 
Position— 2! (1.) 

426. Bend knees and raise arms sideivard — 1! (29.) 
(Straighten knees), bend trunk backward and raise arms up- 
ward— -2! (101.) 

(Sraighten trunk), bend knees and lower arms sideward — 

3! (29.) 
Position — 4! (1.) 



170 



Physical Training in the. Schoolroom. 



427. Raise heels and arms sideward — upward — 1! (72.) 
Bend knees and lower arms sideward — 2! (29.) 
(Straighten knees), bend trunk, backward and raise arms up- 
ward— V. (101.) 

(Straighten trunk), bend knees and lower arms sidevoard — 
4! (29.) 

(Straighten knees), raise heels and raise arms upiuard — 

5! (72.) 
Position — 6! (1.) 

428. Step — position backward left (right), bend trunk halfway for- 

ivard and place hands behind head — 1! (119.) 

(Position), bend knees and strike arms sideward — 2! (29.) 

(Straighten knees), bend trunk backward and raise arms up- 
ward— 3! (101.) 

(Straighten trunk), bend knees and lower arms sideward — 
4! (29.) 

(Straighten knees), step — position backioard left (right), bend 
trunk halfway forioard and place hands behind head — 
5! (119.) 

Position— 61 (1.) 

The explanatory parts in parentheses are given here to be very 
explicit, though the illustration referred to should make it plain 
what is wanted. 

LESSON XVI. 

429. Raise left leg backward, bend trunk halfway forioard and place 

hands behind head — 1! (120.) 
Position — 2! (1.) 

430. Step — position sideicard left (right) and raise arms sideward — 

1! (47.) 
Position — 2! (1.) 

431. a. Raise left (right) leg backward, bend trunk halfway for- 

ward and place hands behind head — 1! (120.) 
Position — 2! (1.) 

b. Stride forioard left (right), bend trunk forward and raise 

arms sideward — 1! (85.) 
Position — 2! (1.) 

432. a. Step — position sideward left (right) and raise arms side- 

ward — 1! (47.) 
Position — 2! (1.) 

b. Lunge forward left (right) and cross arms over head — 

1! (121.) 
Position — 2! (1.) 



Physical Training in the Schoolroom. 



171 



433. Raise left {right) leg backward, bend trunk halfway forward 

and place hands behind head — 1! (120.) 
Stride forward left (right), bend trunk forward and strike 

arms sideward — 2! (85.) 
Raise left {right) leg backward, bend trunk halfway forward 

and place hands behind head — 3! (120.) 
Position — 4! (1.) 

434. Step — position sideward left (right) and raise arms sideioard — 

1! (47.) 

Lunge forward left (right) and cross arms over head — 
2! (121.) 

Step — position sideward left (right) and lower arms side- 
ward— V. (47.) 
Position — 4! (1.) 

LESSON XVII. 

435. Raise left (right) knee and arms forward — 1! (41.) 
Position — 2! (1.) 

436. Raise left (right) leg sideward and arms sideward — 1! (40.) 
Position — 2! (1.) 

437. a. Raise left (right) knee and arms forward — 1! (41.) 
Position — 2! (1.) 

b. Stride sideward left (right), bend knees and raise arms side- 
ward— 1! (91.) 
Position — 2! (1.) 

438. a. Raise left (right) leg sideward and arms sideward — 

1! (40.) 
Position — 2! (1.) 

b. Fencing — position sideioard left (right) and raise arms side- 
ward — upward — 1! (131.) 
Position — 2! (1.) 

439. Raise left (right) knee and arms forward — 1! (41.) 

Stride sideioard left (right), bend knees and move arms side- 
ward— -2! (91.) 
Raise left (right) knee and, move arms forward — 3! (41.) 
Position — 4! (1.) 

440. Raise left (right) leg sideward and arms sideward — 1! (40.) 
Fencing — position sideward left (right) and move arms up- 
ward— -V. (131.) 

Raise left (right) leg sideward and lower arms sideward — 

3! (40.) 
Position— 4! (1.) 

LESSON XVIII. 

441. Raiss arms sideward — Raise! (5.) 

Circle arms downward to sideward — 1! 2! (5.) 
Arms — Down! 



172 



Physical Training in the Schoolroom. 



The circling takes two ordinary counts; there is no stop; a con- 
tinuous whole circle. See exercise 306. 

442. Raise heels and armi sideward — 1! (42.) 

(Lower heels), cross-step — position forward left {right), bend 
trunk left (right) and circle arms downward to half cir- 
cle right (left)-V. (94.) 

(Position), raise heels and move arms sideward — 2! (42.) 

Position— 1! CD 

The arms perform a whole circle and come then to the half 
circle. The returning motion is to raised heels, which position is 
maintained during the exercise. 

443. Lunge sideward left (right) and raise arms to half circle 

right (left)— 1! (117.) 

Bend right (left), straighten left (right) knee and swing arms 

to a half circle left (rioht)-i: (117.) 
Bend left (right), straighten right (left) knee and swing arms 

to a half circle right (left)— 2! (117.) 
Position— 1! (1.) 
The lunging position is maintained during the exercise. 

444. Lunge sideward left (right) and raise arms to half circle right 

(left)— I! (117.) 

Turn right face on heels, bend right (left), straighten left 
(right) knee, and move arms obliquely, right (left) for- 
ward — upward — 1! (132.) 

Turn left face on heels, bend left (right), straighten right 
(left) knee and move arms to half circle right (left) — 
2! (117.) 

Position— 1! (1.) 

Arms obliquely, right (left) forward — upward indicates that 
right (left) arm is obliquely forward — upward, and Isft (right) arm 
obliquely backward — downward. See illustration. 

LESSON XIX. 

445. Left (right) face, lunge sideward left (right) and swing arms 

to half circle left (right)— 1! (117.) 
Left (right) face on heels and cross arms over head — 
2! (121.) 

Kneel and nlace hands behind head — 3! (87.) 

Strike arms sideward (87 and 5) — 4! 

Place hands behind head — 5! (87.) 

Rise and crosj arms over head — 6! (121.) 

Right (left) face on heels and arms to half circle left (right) 

—7! (117.) 
Right (left) face and position— SI (1.) 




H. B. — II. 



Physical Training in the Schoolroom. 



175 



In the rising pupil goes to lunge forward position; in the second 
left face the body turns, but the lunging position is maintained. 

446. Left (right) face, lunge sideward left {right) and siving arms 

to half circle left (right)— 1! (117. J 

Left (right) face on heels and cross arms over head — 2! (121.) 

Kneel and place hands behind head — 3! (87.) 

Straighten knee and quickly kneel again and strike arms side- 
ivard (87 and 5)— 4! 

Straighten knee and quickly kneel again and place hands be- 
hind head — 5! (87.) 

Rise and cross arms over head — 6! (121.) 

Right (left) face on heels and arms to half circle left 
(right)— V. (117.) 

Right (left) face and position — 8! (1.) 

LESSON XX. 

447. Stride forward left (right) (62) and raise arms forward 

(2)— 1! 

Bend trunk forward and move armo sideward — 2! (85.) 
Bend trunk backward and place hands on hips — 3! (64.) 
Right (left) about face, bend right (left) knee and straighten 

arms forward — 4! (86.) 
Lef (right) about face, straighten left (right) knee, bend trunk 

backward and place hands on hips — 5! (64.) 
Bend trunk forward and move arms sideward — 6! (85.) 
Straighten trunk (62) and move arms forivard (2) — 7! 
Position— SI (1.) 

448. Stride forivard left (right) (62) and raise arms forivard 

(2)— 1! 

Raise right (left) leg forward and move arms upward — 
2! (127.) 

Lunge forward right (left) and arms obliquely, right for- 
ivard — upward — 3! (132.) 

(Left (right) foot forward to) position — 4! (1.) 
Left about face (1) and repeat. 
The leg in rear is drawn up to fundamental position. 

449. Lunge forward left (right) and arms obliquely, left (right) 

forivard — upward — 1 ! ( 132. ) 
Lunge forward right (left) and arms obliquely, right (left) 
forward — upward — 2! (132.) 

(Left (right) foot forward to) position — 3! (1.) 
Left about face (1) and repeat. 



17G 



Physical Training in the Schoolroom. 



450. Lunge forward left (right) and arms obliquely, left (right) 
forward — upward — 1! (132.) 
Lunge forward right (left) and arms obliquely, right (left) 

forward — upward— -2! (132.) 
Left about face on heels, bend left (right), straighten right 
(left) knee and arms obliquely left (right) fomvard — 
upward— 3! (132.) 
Lunge forward right (left) and arms obliquely, right (left) 

forioard — upward — 4! (132.) 
Lunge forioard left (right) and arms obliquely, left (right) 

forward — upward — 5! (132.) 
Position — 6! (1.) 
Left about face! (1.) 
The lunging forward from a lunging position is performed by 
kseping the foot stationary and lunge forward with the leg in the 
rear. 



PART VI. 



PART VI. 



Games and Plays for the Primary Grades. 

Many beautiful things have been said since time immemorial 
about games and plays. Prose and poesy have endeavored to ex- 
plain the nature of play; philosophy and theology have solved it 
to suit themselves either by indorsing or forbidding it; pedagogy 
lias always claimed it necessary in the education of the child of 
man. Experimental psychology has explained and shown its neces- 
sity. 

Play is the animal instinct of the healthy; the morbid conditions 
of man will shun play in any form. The sick will not play, just as 
the hypochondriac will not laugh. Play is the contrary of work. 
Work is for the concrete and play b for the abstract. But, what- 
ever it may be, it must be granted that all through the immense 
periods of man's history, through' ages of struggles with nature, 
through combats furious and ravaging among themselves, from bar- 
barity to the highest civilization, the child of man has played. An 
impul:e so deeply rooted in the nature of man pedagogy cannot 
ignore. To direct it, to oversee it in its development, seems plau- 
sibly to be the office of the educator. 

The kindergarten is the social link from mother's lap to the 
_ child's entering life on the hard schoolbench. The kindergarten 
is to solve the ethical relation of nursery and school, of play-impulse 
and conscious work. We do not have this grand institution as an 
organic part of our public school system. We still ignore its popular 
recognition and therefore deprive the child of all its blessings. It 
is on this account that the following games and play:, are offered to 
the primary teacher. It should not be understood that had we the 
kindergarten everywhere, games and plays could be discarded in pri- 
mary grades. But, where they are absent, games and plays become 
all the more a peremptory demand. 

It was Gutsmuths, who, more than a hundred years ago in the 
famous Salzmann Philanthropine at Schnepfenthal, introduced games 
for the training of the senses. It is to him that the author has 
looked for guidance in writing his series of plays, and though some 
of them are but an adaptation of games and plays from the gymna- 
sium to the schoolroom, he was forcibly induced to offer this make- 
shift for the use of primary teachers in our schools by the grand 
work of this classical thinker on education. 

The principal apparatus for the :e games and plays is the bean 
bag. Its size should be about four inches square. It should be 
moderately packed, neither too loosely nor too firmly. They are 
best kept in the desk, or in a secure place where mice cannot get 
to them. 



180 



Physical Training in the Schoolroom. 



These plays are intended for the schoolroom, but a goodly num- 
ber can be played in the hall. A teacher who enters with good 
will into the spirit of these games can invent many more equally 
as interesting as the ores here offered; it should be of no trouble 
to adapt most of them to the playground also. 

The games are simply numbered and each theme is a pro- 
gression. The teachers will easily find the material suitable for her 
grade. Game 10 can be played in the first primary, while game 18 
takes older pupils to play it. We have refrained from naming the 
games and leave this to the teachers. Little songs and ditties ca.n 
be sung with some games; this is left to the poetic teacher. 

GAMES AND PLAYS. 

1. Two children, for the greater fun a girl and a boy, take 
hold with one hand the back of a chair which stands in the center 
and front of room. At the signal of the teacher they run close 
to the wall, in opposite directions around the room. The one who 
touches the chair first is the winner. 

2. The same as the foregoing with this variation: the pupils 
stand at the side of the chair, upon which are two bean bags, one 
for each pupil. At command of teacher, they run as before. The 
one who places the bean bag in the chair first is the winner. 

3. The same as the foregoing, except each pupil must pick 
up another bean bag when half around the room. The location 
of the bean bag is designated. 

4. The same as the foregoing, except the bean bags are not 
in a designated place, but are placed by the teacher unnoticed by the 
players. 

5. The same as 2, except the runners carry the bean bag on 
their heads. If the bean bag falls, the pupil has to stop and 
replace it before beginning the race again. 

6. The .came as 1 to 5, the teacher lengthening the route by 
letting the pupils wind through the aisles. 

7. The same as 1, the teacher standing between the two pupils 
whose backs are to him. A quick touch upon their backi is the 
signal for the start. 

8. A pupil begins to rim through the aisles, and, at his option, 
tags another. The one tagged quickly rises from the seat and 
both run around the room in opposite directions, running the same 
distance back to the seat where the pupil was tagged. The one 
who arrives first takes his seat and the loser continues the game. 
The designated course must be known to the pupils. 

9. The same as the foregoing, except the runner drops a bean 
bag on the desk of the one he challenges, or on the floor. 



Physical Training in the Schoolroom. 



181 



10. Pupils hide the head on the elbow upon the desk, holding 
one hand ready to grasp a bean bag. They must not see the pupil 
who walks around, holding a bean bag in his hand. He hands it 
stealthily, without stopping in his walk, to some pupil and then 
walks on some distance, when he calls, "Wake up." All sit up 
straight; the one who has the bag rises and begins to tag the 
pupil in front of him. The one thus taken unawares quickly rises 
and runs around the room, back to hh seat. The other pupil follows 
him, tagging him, whenever he can reach him, back to the seat. 
The one who has the bag continues the game. Should a pupil in 
a front seat receive the bag, he tags the pupil in the next aisle in 
front seat. 

11. One bean bag is placed in front of each aisle. Pupil stands 
in each aisle at the rear seat. At signal of teacher each pupil runs 
for the bag in front of his aisle and brings it to the rear desk. The 
first placing it is the winner. Point out the winner. 

12. A number of bean bags are placed . equidistant from 
each other in each of the aisles. One pupil in each aisle gathers one 
bean bag at a time and brings it to the rear desk of his aisle. 
The one who finishes first is the winner. 

13. The pupih distribute the bean bags from rear desks one by 
one. The one who finishes first is the winner. 

14. 12 and 13, or 13 and 12, are played in succession by the 
same players. 

15. The winners of games 12, 13 and 14, play to decide the 
championship. 

16. A bean bag is placed in the hands of the first pupil of 
each row, running either way. The bag h passed down each row 
from one pupil to the other to the last pupil who passes it back 
again. The row whose first pupil gets the bag back first wins. 

17. The bag is passed down one row and back the next, or the 
class ii divided in two equal sections. 

18. Two pupils are placed in each corner of the room. Pupils 
a. b, c, d, form one team; e, f, g, h, the other. A and h begin 
to run in opposite directions. A runs and tags b; b tags c; c 
tags d, who is in the front corner of the room, holding a bean 
bag which he runs to hand to the teacher who stands in the 
center of the room. A, b and c, after having tagged the pupil 
in the other corner, stand still in that corner. H runs and tags 
g, g tags f; f tags e, who runs and hands his bean bag to the 
teacher. 

Corner. Corner. 

e, a. d. h, 

Corner. Corner, 
f. c. g. 

The team whose last player brings the bag first wins. 

H. B.— 12. 



182 Physical Training in the Schoolroom. 



19. Instead of tagging, a and b bring the bean bag to the next 

pupil. 

20. Two rows of pupils separated by a row of seats, face each 
other and complete with as many other combinations of groups of two 
rows ai there are in the room. A bean bag is thrown across the 
seats and back again until it comes to the last pupil, whose two 
rows win if he receives it first. 



21. Pupils, as many as can be conveniently placed stand near 
the blackboard with side to wall. Each one has a ruler, better a 
stick, in hand. The teacher has drawn a small circle of the size of 
a dollar in front of each pupil. The teacher commands one! and 
quickly all try to touch with the end of the stick the circle. Those 
who have touched it remain players, the others take their seats. 
A second trial to find the circle is not allowed. 

22. Around the circle another is drawn twice the diameter of 
the one on the board. Pupils who place the stick in this circle 
score one; those in the center circle two. 

23. A third circle three timei the diameter of the first is 
drawn around the second circle. Pupils then turn their backs to 
the board and at command quickly turn and point stick. The score 
is: center 5, second circle 3, outer circle 1. 

24. A fourth circle, four times the diameter of the first is 
drawn around the third circle. Pupils close their eyes and stand 
face toward board. They point at command, keeping their eyes 
closed. The teacher makes up a scale for scoring. Variations are 
made in the following manner: remove pupils right or left from the 
circles, placing circles at different heights; letting pupils step to the 
board one, two or more steps, eyes closed, etc. 

25. Place a chair in the center of the room. Lead a pupil 
blindfolded away from the chair and let him find it without, raising 
arms until he thinks he can touch it. Let him tell which way 
the back or seat of chair is facing by touch. 

26. The same as the foregoing. After the chair has been cor- 
rectly located, let the pupil describe an object previously placed on 
the chair. For instance, a book should be distinguished, if new or 
old, and why new or old; if leaves are whole or torn, etc. 

27. The same as foregoing, except a pupil is substituted for the 
object on the chair. The blindfolded pupil touches face and clothes 
of the other and tries to identify him. Ask frequent questions as to 
what he observes, and when he guesses correctly, ask by what sign. 

28. Let pupils wind blindfolded their way through the aisles 
without touching seats or desks. The one who can walk the farthest 
without touching any object, wins. 

29. Let pupils play, blindfolded, 11, 12, 13, 14 and 15. 



Physical Training in the Schoolroom. 



183 



30. The foregoing series may be continued for a still more 
minute training of the senses. Let pupils distinguish, blindfolded, 
different kinds of paper, blotting, tissue, news, writing and book 
paper. Let them measure certain objects in various ways and then 
guess the size and weight of unmeasured objects. Let them dis- 
tinguish by ear the material dropped to the floor or torn or broken 
into pieces, or sounded by another object, etc. 



31. All pupils stand on the floor and toss the bean bag a foot 
upward and catch. The distance is gradually increased. 

32. The same. The bag is thrown with one hand and caught 
with the other. 

33. The bag is tossed upward, the pupils perform a quarter 
turn (right or left face) and catch. 

34. The same. All perform a half turn. 

35. The bean bag is thrown over left, or right, shoulder and 
caught in a half turn. 

36. Two bean bag:-, one in each hand, with 31-35. 

37. Two rows of pupils face each other; a bean bag is thrown 
from one pupil to the one opposite. 

38. The same. Two bags are exchanged at the same time 
between two pupils. 

39. The same as 37 and 38, except the distance between pupils 
is enlarged; the tossing is higher. Also, the number of bean bags 
can be increased to three, four, five and more, and are exchanged 
without stop between two pupils opposite each other. 



40. A small circle, twice the size of a bean bag, is drawn on 
the floor. From a distance of about 8 — 10 feet a pupil throws his 
bag into this circle, trying to have it remain in the circle. The 
distance of throwing is increased. 

41. A strong piece of pasteboard with smaller and larger holes 
is placed slanting as a target. The score is made up by the size 
of the holes. There are many variation! all tending to the same 
end, that may be devised. 



aft? 



AUG 2 190 1 



Physical Training 



IN THE 



el* 



Schoolroom. , n ,s^ r 



A SYSTEM OF BODILY MOVEMENTS PREPARED 
FOR THE AMERICAN SCHOOLS. 




BY 

HANS BALLIN, 

Supervisor of Physical Training. 



ILLUSTRATED WITH 
ONE HUNDRED AND FORTY-ONE PHOTO-ENGRAVINGS 
FROM LIFE, ILLUSTRATING 
EACH POSITION. AND ONE SCHOOLROOM CHART. 



Chart of Illustrations for Ballin's "Physical Training in the Schoolroom; 



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Physical Training 
Schoolroom. 

* SYSTEM OF BODILY MOVEMENTS PREPARED 

A MANUAL 

PRICE $1.00. 



